This summer, I had the opportunity to attend a powerful three-day learning experience, facilitated by Solution Tree, which focused on the essential elements and practices of effective professional learning communities (PLC’s). In the context of education, the idea of utilizing PLC’s and the power of collective teacher efficacy is not a new concept. But, just how powerful is the correlation between teacher collaboration and improving student learning outcomes? John Hattie, the author of Visible Learning, conducts meta analyses, which evaluates multiple research based studies surrounding a specific instructional practice or strategy, as well as well as school, home, and teacher based influences that impact student achievement, in order to identify the effect size or impact that strategy has on student learning. To put it simply, an effect size of .2 indicates below average gains, .4 indicates average gains, and anything above .6 correlates with a significant effect on student learning outcomes. With an effect size of 1.57, collective teacher efficacy is ranked as the number one factor influencing student achievement (Hattie, 2016).
Most districts effectively utilize several of the essential elements of professional learning communities such as: peer coaching, data analysis meetings, and creating opportunities for teams to meet during common planning time. During the institute, one of the speakers, Eric Twaedell, Superintendent of Adlai Stevenson High School, challenged participants to reflect on the three big ideas of PLC’s:
In addition to the three big ideas in PLC’s, it is imperative for educators to reflect on the four critical questions surrounding effective professional learning communities:
A key take away from this institute was the importance of focusing on an organizational mindset committed to continuous improvement. When goals are met or surpassed, new goals geared toward improving student achievement and learning outcomes are set and plans for reaching them are collaboratively developed. Reflect. Plan. Keep moving forward. That’s how we move from good to great.
By: Colleen Root, CA BOCES Professional Development
Teachers, administrators, staff, and parents at Allegany-Limestone Elementary School have worked together to form a Bullying Prevention Coordinating Committee (BPCC). On September 20th and 22nd, committee members participated in a two day Olweus Reboot. Staff members learned about bullying, identifying roles people play in bullying situations, and prevention and intervention strategies to create a safe and welcoming school climate.
OBPP is used at the school, classroom, and individual levels and includes methods to reach out to parents and the community for involvement and support. OBPP is not a curriculum, but a program that involves a holistic approach.
School administrators, teachers, and other staff are primarily responsible for introducing and implementing the program. These efforts are designed to improve peer relations and make the school a safer and more positive place for students to learn and develop.
The goals of the program are:
The Olweus Bullying Prevention Program has received recognition from a number of organizations and researchers committed to preventing school violence. OBPP has been named a Blueprints Promising Program by the Center for the Study and Prevention of Violence at the University of Colorado at Boulder, and was highlighted in the American Academy of Pediatrics’ Policy Statement: Role of the Pediatrician in Youth Violence Prevention.
The Olweus Bullying Prevention Program’s Coordinating Committee at Allegany-Limestone is excited to turn-key training to all staff members and plan for the 4th year of implementation in the elementary building. Currently, ALES utilizes the following school anti-bullying rules:
The OBPCC will be embedding Olweus training in faculty meetings, student assemblies, parent nights, and much more!
By: Jillian Putnam, CA BOCES Professional Development
Teachers at Randolph Central School learned to build equal partnerships in any co-teaching scenario. They learned the answers to the following questions:
Although there is more to learn, there is research that demonstrates the benefits of the co-taught classroom. For instance, children with speech and language impairments made stronger gains in a co-taught classroom than in a pull-out or classroom support model. In New York, an elementary school found that literacy achievement increased for students with disabilities from 20% at or above level to 40% in just two years. Pugach and Wesson interviewed nine, 5th grade students in co-taught classrooms and concluded, “The students we interviewed felt as if their academic and social needs were being met better than they had been in classes instructed by a single teacher.”
Educators report positive outcomes from co-taught settings such as professional growth, improved instruction, the ability to differentiate, better teacher access, and improved behavior management. Educators also claim that student engagement improved because two adults can share multiple perspectives, multiple voices, and generate creative connections to the content easier. Co-teaching provides a sense of belonging, acceptance for all students, while upholding high expectations for their students.
Whether you are already co-teaching or are thinking about developing co-teaching partnerships, this workshop provides the knowledge and tools to be successful. We will work to develop effective partnerships and amazing learning environments for teachers and students. To Learn more about how to build effective integrated co-teaching teams contact CA BOCES (Laurie Sledge at 716-376-8357).
By: Deanna Wilkinson and Marguerite Andrews, CA BOCES Professional Development
As the new school year approaches, teachers in several districts (Cuba Rushford, Andover, Franklinville, Whitesville, Olean, Fillmore and Cattaraugus – Little Valley) learn the importance of helping students improve a set of thinking skills known as executive function skills. “Human beings have a built in capacity to meet challenges and accomplish goals through the use of high-level cognitive functions called executive skills. These are the skills that help us to decide what activities or tasks we will pay attention to and which ones we’ll choose to do.” (Hart & Jacobs, 1993) These functions are a set of cognitive processes, such as focus, memory and self-control, which enable us to manage information and complete tasks.
CA BOCES provided professional development opportunities for teachers to improve how students learn and develop executive function skills during their K-12 education and beyond. Teachers were informed how to recognize students who struggle with executive weakness, and what strategies can assist students in developing these skills.
Knowing Cognitive Capacities
In order for teachers to target specific executive function skills, they must first be able to identify them. Our teachers researched and developed strategies for the following list of executive function skills:
Teachers reflected on how these skills might exist in the classroom. For example, Students with weak working memory are unable to remember and apply crucial information in order to move to the next step of a task. They often struggle when a task requires them to remember a series of directions, generate ideas in response to the directions and then express their ideas. Information just doesn’t “stick” for them. Once the teacher recognizes a student needs to work on working memory, they can develop a list of strategies to address this learning problem.
Teachers realize it’s important to recognize that the same strategy won’t work for each student. Some students work better with visual cues than verbal cues, for instance. Teachers must differentiate thinking strategies for each student to help them meet full learning potential.
Exercises for Executive Function Skills
There are a number of exercises to help students develop thinking skills. Practices can range from computer games to improve memory skills to physical tasks such as balancing. Here are just a few examples of how teachers in our district have worked with students to improve their executive function skills.
Organization and Planning
Teachers can help students to master these tasks by encouraging students to write down important assignments in a calendar and to allocate time accordingly. Students can be taught how to make lists of homework assignments. Students can be encouraged to use brightly colored folders to take home important papers (like homework and permission slips) to and from school, so those items don’t get lost.
For short-term assignments, encourage students to picture the end result of completing the task and the positive emotion that may be attached to it. Students and teachers can brainstorm ways to make assignments more interesting.
Feeling vocabulary can be taught through books by discussing the feelings the characters had and asking the student to make connections to his own experiences. When the student begins to experience strong emotions, allow them to identify it, validate it and provide a clear direction about what could be done instead of the negative behavior.
When it comes to improving executive function skills during the school day, a step in the right direction is to set up time and programs that are devoted to these strategies. It can take as little as two minutes before class or a full 30-minute session.
The group concluded that students with well-developed executive function skills really hold the foundation to success in school, with their peers, in college and for a career. These skills are what provide individuals with the capacity to meet challenges and accomplish goals! Collaboratively we recognized the responsibility educators have to build these skills in ALL students.
If you are interested in learning more about how to enhance these skills and promoting school and social success for ALL students, please contact CA BOCES (Laurie Sledge at 716-376-8357).
By: Marguerite Andrews and Deanna Wilkinson, CA BOCES Professional Development
The Daily 5 framework lays out a structure for getting students to read and write independently during a literacy block, freeing up the teacher for one-on-one conferences or small group instruction.
Daily 5 is a student driven management structure designed to fully engage students in activities that support reading and writing. It is a structure that creates routines and procedures that foster independent literacy routines that become a habit and supports life long learning.
The five tasks embedded in the structure of Daily 5 are: Read to Self, Work on Writing, Read to Someone, Listen to Reading and Word Work. Teacher’s begin with introducing read to self and then move to the task work on writing. Students read to self and work on writing EVERY day; students work on the other 3 tasks in a rotation decided upon by the teacher.
The framework begins with a focus lesson/mini lesson on a skill or a topic with the whole class. The mini lessons lasts about 7-10 minutes. After the focus lesson, students make a choice of what task they are going to work on during the round. The round lasts approximately 15-20 minutes and it is based on student’s stamina. When the chimes sound, students clean up their area and debrief/share. The teacher then begins focus lesson/mini lesson for the next round. The Daily 5 rounds may be completed at different times throughout the day or during one literacy block.
While the students are embedded in the tasks of Daily 5, the teacher pulls students who are needed for small group instruction, one-on-one conferences or assessments. Students should meet with the teacher a couple times a week and the most needy are met with daily!
The Daily 5 Framework is NOT CONTENT, it is a structure for fostering life long learning and independence. The 10 steps to independence formulate muscle memory, build independent learners and increase student’s stamina on reading and writing. The teacher models/teaches the steps to independence during the focus lesson and then the students work on the tasks and build their stamina.
This summer, we had 45 teachers from the region attend the kick off workshop and book study for DAILY 5, we have follow up dates in the calendar to support a smooth transition AND to support teachers and learn from one another. If you want to learn more about Daily 5, check out the text and/or attend one of our DAILY 5’s workshops during the upcoming school year!
By: Tessa Levitt and Shannon Dodson, CA BOCES Professional Development
When Microsoft originally announced that they were going to offer the Office 365 suite and its components free of charge to all schools who wanted access, it was seen as a “game-changing move” for education and learning in schools as we know it.
With the focus of today’s technology moving to cloud-based computing, storage, app access, and more, it made sense for Microsoft to offer these services to school districts to ensure that their software suites were still relevant and useful for students. Especially when factored in that competition in the education space has heated up between Google, Microsoft, and Apple, with all three offering enticing services to find their way into contracts with schools across the country.
This summer, school districts from Fillmore to Portville, and even administrators themselves, have been taking part in Office 365 Trainings offered by CABOCES. With a focus on what is Office 365, what features are included in the suite, what can be done with the programs, teachers and administrators have been upping their familiarity and comfortability in using the resources available to them in Office 365.
There were some topics that created more buzz than others, such as how to set-up and use ClassNotebook to run a blended or flipped classroom in various subject areas and grade spans. Seeing teachers experiment with creating classes, adding students and learning how to share documents and classroom resources with the push of a button to student computers is leading the charge this summer toward some classrooms becoming paperless! Sway, a presentation tool that creates its products as websites that automatically scale to fit different screen sizes was also a teacher favorite for combining elements of PowerPoint and website design into a friendly and easy-to-use format. Microsoft Forms, which allows for teachers to create surveys or quizzes online and quickly share them with students, access instant results, and provide data points that can be analyzed and diagnosed deeper to assess student progress on their learning of concepts was one that most teachers say they could see themselves using on a constant basis. With Fillmore and Portville students having 1-1 devices, the possibilities for enriching students’ learning are endless!
With everything around us moving toward cloud-based architecture, it only makes sense that our schools learn and adapt at the same time. Staying current for our students and using the resources in much the same way they do every day will allow us to stay relevant in education and keep the students with the best resources available to them at the touch of a button, mouse, or smartphone screen. With the move to Office 365, students will have the opportunity to have access to their files, and their programs, no matter where they may be with the devices they are already so capable of using every day.
By: Ryan McGinnis, CA BOCES Professional Development
On July 18th teachers, administrators and staff took part in a Community Action Poverty Simulation during a Professional Development Summer Work four-day study of Poverty. Approximately 40 Pioneer employees and CA BOCES ISS Staff took part in a simulated month of poverty. Teachers were assigned to family groups while administration, staff and CA BOCES employees supported the families as Community Resource Personnel. In addition, one member of the Community Resources Personnel is a Cattaraugus County Community Action (CCA) Representative. The CCA supports families that struggle to meet their family’s needs of food, clothing and shelter with an extensive list of services and a friendly helpful hand to complete forms and navigate the resources available. You can find out more about Community Action in your county or New York State at the sites listed below.
During the four-day study of Poverty teachers explored strategies and mindsets to adopt in their classrooms and buildings. The four-day study included the work of Eric Jensen in his books, “Poor Students, Rich Teaching” and “Engaging Students with Poverty in Mind”. Teachers were encouraged to find instructional strategies that engage students of all levels of socioeconomic status. Among the ideas teachers considered are: training working memory, using movement and music, adopting an attitude of optimism and gratitude, using cooperative learning and classroom discussions.
If you are interested in a Poverty Simulation for your building/district or would like professional development for your staff around teaching students of poverty please contact Tim Clarke, Kathleen Agnello, Jillian Putnam, Karen Insley or Brendan Keiser.
By: Karen Insley, CA BOCES Professional Development
A relatively new education innovation that has come to the CABOCES region is called Breakout EDU. This concept takes the idea of an escape room, a recreational activity where teams work together to get out of a locked room, and turns it into a learning activity for students where they work together to open a locked box. The idea behind this activity is that students will use their brains to solve various puzzles to get inside the tightly locked box which has several various types locks connected to it. These locks can be 3 or 4 digit combinations locks, directional locks, key locks, or even word locks requiring students to spell the correct word to open the lock. Various simulations and games are available on the BreakutEDU website, but teachers are also encouraged to build their own games for their students.
The end of the school year brought with it opportunities for students at Gail N. Chapman Elementary to participate in Breakout EDU and work together to open the box. The 2nd grade and 4th grade classes worked to find missing birthday presents and solve a chocolate mystery in the Breakout games they participated in at the end of the year. The challenge of breaking into the box was a mix of frustration, cheers, and ultimately success. The added difficulty of getting into the box in a limited amount of time brought motivation and challenge that pushed the students to use math strategies, geography, and chronological reasoning and thinking to accomplish the task. Congratulations to the students who didn’t give up, and who were able to proudly say “We Broke OUT!”.
Teachers appreciated the new experience that Breakout EDU was able to provide for their students, and are already discussing ways to incorporate the games into instruction for next year.
By: Rob Griffith, CA BOCES Professional Development
What is the difference between group work and cooperative learning?
To qualify as cooperative work, rather than individuals working in a group, students must need each other to complete the task. Students are expected to participate in tasks that are clearly constructed and necessary for the group's completion and success. The teacher remains active as a circulating resource and, when necessary, a facilitator, but students should be capable of carrying out their tasks. Students, not the teacher, are responsible for accomplishing their tasks in the way they think best, with accountability to each other and to the teacher's standards.
When setting up lessons for successful collaboration in cooperative groups, consider the following ideas that help teachers differentiate between cooperative learning groups versus group work:
Cooperative group activities, unlike whole class discussions or independent work, provide the most opportunities for students to express their ideas, questions, conclusions, and connections verbally. In traditionally structured classes each student has about five to ten minutes of individual time to engage in classroom academic discourse. In cooperative learning groups, that amount of time increases dramatically. Students experience a greater level of understanding of concepts and ideas when they talk, explain, and argue about learning, ideas, concepts, and content with their group, instead of just passively listening to a lecture or reading a text/article or textbook.
In addition, metabolic brain activity accelerates during active constructive thinking, such as planning, gathering data, analyzing, inferring, and strategizing versus passive information acquisition. When the verbal center becomes engaged while information or a task is being learned, more neural activity travels between the left and right brain. When students describe their thinking verbally to the group or work on a group chart, diagram, or project, the new information becomes embedded in multiple brain sites, such as the auditory and visual memory storage areas. Now, with neuroimaging, we know that this multi-centered brain communication circuitry enhances comprehension, making new material more accessible for future use, because it is stored in several brain areas. The more a student is engaged in a learning activity, especially one with multiple sensory modalities, the more parts of the brain are actively stimulated. When this occurs in a positive classroom setting, without stress and anxiety, the result is greater long-term, relational, and retrievable learning. Consider the increased comfort and enjoyment that students have when pleasurable social interaction is incorporated into their learning experiences.
Successfully planned cooperative learning group work can help to support ALL students at ALL academic levels by reducing the fear of failure that can cause them to avoid academic challenges. Well-structured cooperative group activities build supportive classroom communities, which, in turn, increase self-esteem and academic performance.
If you would like to learn more about Cooperative Learning Groups and increased student engagement, please check out our high energy workshops in the upcoming 2017-2018 school year. You won’t regret it!
By: Tessa Levitt and Kathleen Agnello, CA BOCES Professional Development
Have you ever made a mistake? Have you ever faltered with a task that you simply gave up on? Let’s face it: life throws us challenges, and some are more likely to give up on those challenges than to embrace them, struggle through them, and ultimately learn and grow from the experience as a whole. Today, many students are in the same shoes as a large percentage of adults - unwilling to take on new learning, new adventures, new challenges. To help cultivate a willingness to grapple with difficult problems and to persevere both inside and outside of the classroom, many are turning toward the ideals of a Growth Mindset. Through cultivating a culture of growth, students’ minds evolve to having a willingness to try, to stick with a tough challenge, and make the most of each and every bump in the road they face.
Cuba-Rushford Elementary is home to some 60 or so fifth grade students. To help teach these students about having a growth mindset, Beatrice Bottomwell of The Girl Who Never Made Mistakes painted a picture of overcoming challenges and growing from the things that often get the best of us. In hearing main character Beatrice’s tale, students came to find that no one is perfect and that mistakes are okay; so long as we embrace them, and grow from them.
These same fifth graders were given a challenge: cut a piece of paper so that an adult could walk through it. Words such as “impossible,” “hard,” and “can’t” rang through the halls of CRCS. Cuts were made, paper was ripped, and students sat staring wondering how this challenge could ever be fulfilled. In talking about how the initial mistakes were made, and the emotions that the students felt, they learned; they grew. Before you knew it, these same fifth graders that had points of frustration and attitudes of “I give up” were walking through paper left and right!
As some students shared, making mistakes on math problems is common, and while thinking “we can’t” when faced with a tough problem, they come to realize that with effort and commitment, they can get through it. Others felt they simply couldn’t tumble, a recent unit of study in PE. Despite that belief, after practicing and asking for help, that attitude of “I can’t” turned to one of “I can.” Without realizing it, fifth graders were sharing stories of how they took a fixed mindset and transferred it to a mindset of growth.
As teachers, it is important to acknowledge when students are making the most of the mistakes they’ve made, learning how to overcome challenges and those bumps in the road. Whether it be a challenge in the classroom or a challenge in everyday life, having a growth mindset can help adults and students alike to have an attitude of CAN as opposed to an attitude of CAN’T. Students thrive in environments that support their growth as learners. By learning from Beatrice Bottomwell, and by embracing challenges such as the paper activity, students can begin to see that life is more about the journey than the destination; it’s more about the path we take to find success than the immediacy of doing well.
By: Lauren Stuff, CA BOCES Professional Development
“What did you learn today?
What mistake did you make today that taught you something? What did you try hard at today?
– Carol Dweck
Connecting College and Career Experiences for Second Grade Students: Exploring Robotics and Real-World Learning Opportunities at CABOCES
College and career readiness are words that ring through the minds of many, wondering how such learning experiences can be generated to cultivate a sense of the opportunities that exist beyond a traditional PK-12 education. For many, college and career readiness is a facet embedded in the NYS Common Core Learning Standards for ELA and Math and the Next Generation Science Standards. For others, exposure to college and career opportunities is much more than what is taught in a traditional setting; it’s about the experiences and the real-world application we can create for learners of all ages.
Laurie Bushnell and Tracey Keller’s second grade students recently visited the Career and Technical Education Center in Olean, NY to highlight some of the future educational opportunities that they may have, be it as a programmer of various robotics resources, as a cosmetologist, or even as a culinary artist. The experience was intended to give students a greater sense of the opportunities that exist in the real-world, as well as an understanding of the strategies and skills that can help one to be successful.
While fiddling with robots can seem like all fun and games, for the teachers and students alike, the experience was much more. The students were able to gain insight into how robots work, solve posed problems, experience challenge, and learn how these emotions lend themselves to the real-world. Some students felt frustration in trying to accomplish a task or goal, but through their perseverance, their commitment, and ultimately their inherent want to be successful, the students learned.
For Ms. Bushnell and Ms. Keller, giving students exposure to experiences outside the walls of East View Elementary in Olean, NY brings new light to the opportunities that await them in the future. Having students feel a little bit pampered by the cosmetology department and engaged by the prospect of making robots work reinforces the need for teachers of all students to provide learning experiences that enhance exposure to college, to career, and to challenge.
By: Lauren Stuff, CA BOCES Professional Development
Over the past couple of years in New York, the state education department has been developing a new framework for Social Studies instruction, and a new format for the Global History and Geography Regents exam.
The combination of these two changes has brought an opportunity to review and revise social studies curriculum. One district that has spent time focusing on these changes and developing assessments that align to the content and the format of the state changes has been the Pioneer Central School District.
The middle school teachers at Pioneer spent three days in April reviewing their curriculum and developing assessment tasks that reflected the changes from NYSED. Utilizing a stimulus source, such as this map, teachers were able to develop questions and tasks that reflected Geographic Reasoning, one of the social studies practices outlined in the Framework.
Spending time doing this type of curriculum development and work not only is preparing teachers for these changes, but allows them to prepare the students as well for what they will be asked to accomplish when they are assessed with the Global History and Geography Regents exam in the future.
By: Rob Griffith, CA BOCES Professional Development
If it not there already, coding will be coming to a school near you really soon! But why is there so much of a push for this?
Coding has many education implications: it is a way for students to design, create, and express themselves while solving problems, creating games, and having fun. Additionally, there are many opportunities in the area of computer science that students can consider when looking at careers. Website design, app creation, business management and many other fields have jobs that require some understanding of computer code.
Learning to code prepares kids for the world we live in today. There are tons of jobs and occupations that use code directly, like web designers, software developers and robotics engineers, and even more where knowing how to code is a huge asset—jobs in manufacturing, nanotechnology or information sciences. However, career prep is just one facet.
The skills that come with computer programming/coding help kids develop new ways of thinking and foster problem-solving techniques that can have big repercussions in other areas. Computational thinking allows students to grasp concepts like order of operations and cause and effect. Much like following a recipe, coding is systematic and students can see that attention to detail and sequential thinking are necessary to create a workable code.
And then there’s the simple fact that coding is fun! Most kids play games already, so learning the code behind the games takes engagement to a whole new level.
So get ready! Coding isn’t the future….it is the present!
By: Alexandra L. Freer, CABOCES Learning Resources
CA BOCES welcomed special education and inclusion teachers from Andover, Bolivar-Richburg and Olean to collaborate and discuss the research-based practices for special needs students.
Teachers collaborated to understand the clear differences between accommodation-a change that helps a student overcome or work around the disability. Removing the barriers not content, modification-a change in what is being taught or expected from the student. (Change in content, expectation, etc.) and an intervention-a specific skill-building strategy implemented and monitored to improve a targeted skill (i.e. what is actually known) and achieve adequate progress in a specific area (academic or behavioral). This often involves a changing instruction or providing additional instruction to a student in the area of learning or behavior difficulty.
Discussion about Executive Function and the impact it has on learning sparked a lot of interest. The Executive Functions are skills everyone uses to organize and act on information. These skills are required to help perform or accomplish everyday life tasks. One of the eight key functions is working memory. Working memory helps the child keep key information in mind.
Teachers were provided the opportunity to network and share strategies that support the students they work with. Teachers were provided opportunity for inquiry and research for new strategies and best practices for services and interventions for students we teach.
Next workshop is August 22, 2017 at CA BOCES – The Barn, Olean
Facilitators: Marguerite Andrews, Deanna Wilkinson and Karen Insley
When thinking about valuable texts to use to develop a rich curriculum, classic literature, news articles, textbooks, and poems typically come to mind. But an excellent resource that has been hiding in the shadows like Batman for far too long is finally getting the recognition it deserves: graphic novels.
Graphic novels are extremely beneficial to support learning in classrooms. First, students have to use the same reading skills to understand a graphic novel that they would use for a short story, informational text, or play. They still have to make inferences and predictions and use context clues. In addition, analyzing specific frames, art styles, and pages is a great way to develop students’ close reading skills. Second, the visuals within graphic novels make the text more accessible for struggling readers. Graphic novel versions of classic literature have helped students better understand the language and themes of challenging texts. Third, research has shown that reading graphic novels develops empathy. Reading about someone’s tragic life experience, for example, is one way to feel for that person, but actually seeing what he/she experienced and the emotion on his/her face adds an additional layer. Finally, students find graphic novels engaging. To get a sense of this engagement, one only needs to look at the biggest hits in pop culture today: superhero blockbuster films, The Walking Dead, and many, many more. The time is now to start exploring using graphic novels in the classroom.
Teachers throughout the region came together on April 26th to do just that. After a regional survey to educators, Art Spiegelman’s Maus, a graphic novel that depicts the experiences of the author’s father during the Holocaust, was selected to be used in the development of a curriculum kit. Facilitated by CABOCES Staff Specialists Cece Fuoco and Brendan Keiser, educators first brainstormed a list of essential questions that a unit could explore through Maus. These questions served as the foundation of our curriculum unit. From there, educators searched for videos, activities, news articles, interviews, images, and a variety of other resources that a teacher could use to help students be able to answer the essential questions. Over forty resources were found and uploaded into a Moodle page. These educators will meet again on May 17th to finish completing the kit. In the end, we are anticipating enough resources and over twenty lesson plans to support a four-week curriculum unit that educators throughout Cattaraugus and Allegany counties can check out from SNAP. The kit will include class copies of both Maus Volume 1 and Volume 2, two copies of MetaMaus (a text that provides in-depth knowledge about Maus), and all of the curriculum resources developed.
If you are interested in participating in this exciting collaborative effort, please feel free to register for the May 17th session, as well as the two-part July 11th and August 17th sessions that will be developing a curriculum kit on graphic novel versions of Romeo and Juliet and Macbeth.
By: Brendan Keiser, CA BOCES Professional Development
Carol Dweck, a professor of Psychology and author of Mindset: The New Psychology of Success, explains that there is something very important about the power of yet or not yet.
Dweck’s research reveals that people have views about themselves that change the way they interact with others, respond to failure, and deal with challenges. These views about themselves are labeled mindsets: the view you adopt for yourself.
This idea of a growth mindset can also be called the “power of yet.” In other words, you are not there yet, but you can get there. Dweck argues that the power of yet is in direct contrast to the “tyranny of now.” If you believe that you can grow and learn, you have the power of yet on your side. In contrast, if you feel that your intelligence is fixed and cannot be changed, you are stuck in the “now,” with no possibility of a “yet.” There is a high school in Chicago that lists students failing grades as “not yet,” rather than “fail,” indicating to students that they can succeed, they just are not there yet.
Are we raising our children for now or yet?
We all want our children to dream big dream. We want them to believe in the power of yet. We want them to see problems as challenges, not as crises. Research has shown that our mindsets are not set in stone. In other words, you can move from having a fixed mindset to having a growth mindset. But, how can we do this?
At BOCES, we have been offering Growth Mindset Workshops for teachers and administrators. Over 200 teachers have been trained over the past 2 years. Check out the upcoming offerings for next year at the following link; http://dev.caboces.org/iss/calendar
By Tessa Levitt, Staff Specialist for Professional Development
In December the Board of Regents approved new Science Standards that will take effect in July of 2017. This means schools will need to coordinate their transition away from 1996 Science Standards into new standards so that students are prepared for assessments that will likely be implemented in three years.
It is predicted that new Science assessments will begin in 2020, three school years away. With this in mind, CA BOCES will begin transitioning Science Curriculum Kit titles so that students reach their assessment prepared. Title transition will take place over a three year period. The chart below outlines the planned transition.
All curriculum kit titles can be explored at our new website: www.advancingSTEM.com
Explore the new New York State Science Learning Standards: www.p12.nysed.gov/ciai/mst/sci/nyssls.html
Teachers from across the Cattaraugus-Allegany region participated in Day #2 of our 6-8 Math CLC. Karen Insley and I walked our participants though several hands-on, cooperative, and challenging activities. The activities included looking at PBL (Project Based Learning), structures for teachers to use with their students, including cooperative grouping activities, being sure to stress the importance of student to student collaboration with mathematical content.
Teachers were given a task (project) and were asked to work on the beginning stages of it. They saw how this type of learning could be incorporated into their lesson planning, and how PBL could look in a mathematics classroom. Teachers saw the structures modeled, and then discussed how they could use the structures in their own classrooms. Many ideas were shared, including ideas for extension for advanced students, as well as modification for students who may need more scaffolding.
Teachers were given time to create lessons, and materials they could use in their classrooms immediately, as well as in the future. They walked away with over five different structures to use with their students. The day was successful, and teachers could collaborate and learn from each other as well as from the facilitators! Our next 6-8 Math CLC is on March 14, 2017.
By Kathleen Agnello, CA BOCES Professional Development
Curriculum, instruction, and technology seem to change constantly to meet the needs of students, but grading practices have largely remained the same for the last 50 years. Standards-based grading is not a new idea, but over the past few years, it has come out of the shadows and has taken center stage under the spotlight. Ultimately, standards-based grading ensures that thoughtful practices are in place that allow student achievement, connected to content standards, to be accurately calculated and reported, so teachers can target their instruction and interventions. Most districts want an accurate and effective grading system, but the task to move towards standards-based grading is quite daunting.
The purpose of this post is to offer you some suggestions on where to begin if you are interested in adopting standards-based grading practices. When it comes to standards-based grading, two roads diverge, as Robert Frost once said. Some educators are more interested in developing standards-based report cards, while others are more interested in updating their grading practices. Therefore, you will need to choose your own adventure as you continue reading this post. Whichever road is less traveled for you, it’s important to know, though, that standards-based grading is most effective when grading practices and report cards both adopt current best practices.
Section A: Standards-Based Report Cards
Section B: Standards-Based Grading Practices
Developing a standards-based grading system does not occur over night, but with thoughtful implementation and a commitment to best practice, students can be a part of a fair grading system that accurately reports on their ability and achievement.
Note: On March 9th, we will be having another workshop on standards-based grading. This would be a great opportunity to connect with other districts who are currently exploring and/or implementing standards-based grading practices. Click here for more information: http://register.caboces.org/seminar/view/324?workshop_id=100
By: Brenden Keiser, CA BOCES Professional Development
"Breakout EDU games teach critical thinking, teamwork, complex problem solving, and can be used in all content areas."
Working on a team of about 15 people, students work to find clues and solve puzzles in an effort to “breakout” of a locked box during the 45-minute challenge. The clues came in many forms: digitally with QR codes and email, entangled in art, knotted ropes, videos, and some even hidden under black light. One clue leads to another and the excitement in the room is tangible as participants try to make sense of what information they uncover. And then, they beak out. Along the way, students learn about the history of communication.
Inspired by this though-provoking approach to teaching and learning, regional educators were introduced to the game-based learning approach at the second session of New Teacher Academy on December 1st.
Considering the application of BreakoutEDU in the classroom, teachers were excited about how well it promotes cooperative learning and students working together towards a common goal. Within the challenges, students can take roles that suit their learning styles. The most exciting part is that through the studying of clues and trying to figure out the puzzle, learning happens organically, without teacher led discussion.
BreakoutEDU is an excellent way to generate student interest and knowledge about a topic or to demonstrate and apply skills they’ve just learned in the classroom. There are hundreds of game options available across every content area.
Video on BreakoutEDU
For more information about BreakoutEDU, please visit their website. Want to see if your students can breakout? Contact Learning Resources today! CA BOCES has 5 BreakoutEDU kits available.
By: Sarah Wittmeyer and Shannon Dodson, CA BOCES Professional Development
“Enough students are suspended every year to fill forty-five Super Bowl stadiums.”
These challenges can tie to any content area and encourage kids to look at themselves as engineers. They also help develop 21st Century Skills with every step of the process.
If you’re looking for some challenges to do in the classroom, there are plenty ideas you can find with just a simple search. Most use simple materials you probably already have in the classroom. Here are four examples using cups, cubes, and craft sticks: http://frugalfun4boys.com/2015/06/11/4-engineering-challenges-kids/
By: Clay Nolan, CA BOCES Learning Resources
Arts In Education
Cattaraugus Little Valley
CLC (collaborative Learning Community)
New Teacher Academy
Next Generation Science
Odyssey Of The Mind
Teach Like A Champion
Virtual Field Trip