Have you seen students who struggle with the following...
● getting started on their work, even though directions were just explained
● turning in homework when it is completed and sitting in their book bag
● planning out their time appropriately for long term assignments
● Cramming materials in their desk or folder
These are tasks that require executive functioning skills. According to The National Center for Learning
Disabilities, “Executive function is a set of mental processes that helps us connect past experience with
present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details and managing time and space.” It is quite common to have a deficit in one or more of the following skill areas: time management, task initiation, planning/prioritizing, impulse control, organization, emotional control, flexibility, working memory, and self-monitoring.
These deficits can be heightened when a student has a disability or as a child progresses in school and academic demands become too grueling. Luckily there are many strategies that can help improve or eliminate deficits and set students up for long term success. The visual below shows an example of what a deficit in impulse control could look like in the classroom and strategies that could help eliminate those issues.
When determining which strategies to implement, it is important to personalize them to the needs of the
student. We all have strategies that work for us when tackling tasks. For example, many of us prefer a paper calendar to keep track of appointments or to-do’s while electronic calendars work better for others. You may prefer to take deep belly breaths to destress while others benefit from a quick walk. Students are no different and will need strategies personalized for them and to meet their unique needs. To find a strategy that works best for your student, begin by establishing a positive relationship, trying an approach that is age appropriate and seeking student feedback. In addition, strategies should be modeled, practiced and scaffolded by the adult until the student can be independent with the approach.
As we dive into the 2020-2021 school year and contemplate how to best support learning whether brick, click or hybrid, remember to give thoughts to how explicit instruction on personalized strategies can improve executive functioning skills and set your students up for a LIFETIME of success.
For additional information on Executive Function or to set up a zoom training for your staff, please reach out to Tessa Levitt or Jessica Rose.
By: Jessica Rose and Tessa Levitt, CA BOCES Professional Development
Very soon the leaves will begin to fall and classrooms will begin to hum with the sounds of four and five year olds engaged in imaginary play. Although our schedules may be different and the number of children in a classroom will vary, play is still a necessity. Whether we are face to face or working virtually, children show us time and again that play is the way they learn.
It is through play that children develop necessary social-emotional skills which are linked to improved behavior, higher academic performance and better attitudes about school.
Play is at the core of development and learning. The early learning standards articulate the learning progressions for all students. Those who work with young children are charged with the task to provide intentional, experiential, and joyful learning experiences where play is the vehicle to deliver curriculum.
If you are interested in learning how to use play as an instructional tool in your classroom contact Michelle Rickicki or Corey Wilson.
By: Michelle Rickicki, CA BOCES Professional Development
MORE THAN JUST A GAME
Not long ago, a handful of CA BOCES regional educators inquired about eSports at a Technology Coordinators & Integrators Forum (TCIF). The murmurs were subtle and few, but they were present nonetheless. Has anyone heard about eSports? A handful. Is anyone going to get involved? A few interested. What can CA BOCES do to help? We’ll look into it.
Not long after, the buzz grew louder and more frequent, and questions like, “What can CA BOCES do about eSports?” turned into, “What is CA BOCES going to do about eSports?” Consequently, our exploration hastened and narrowed in on some key players.
HSEL & PlayVS
If you search “high school eSports” in your favorite web browser, one of the first links (if not the very first) is High School Esports League | HSEL. (Smart business move.) According to HSEL’s website, the league includes participation from over 3,000 schools and 80,000 students. Similarly, it doesn’t take much searching or asking around before you find yourself on the site of PlayVS, a league that boasts of its presence in all 50 states, over 13,000 schools, and over 80,000 sign ups.
While there are a variety of leagues to join, HSEL and PlayVS are among the most popular. Each league provides organized eSports competition across the nation with regional divisions available and smaller subdivisions arriving in the near future, and both offer a variety of benefits such as technical support, resources for coaches, families, and students, and fully unlocked features through their game licensing.
However, it wasn’t until Rob Miller, former CA BOCES Model Schools coordinator and current Director of Educational Technology & Information Systems at Salamanca City School District, suggested we explore a different league altogether that we realized we were missing something bigger.
Ultimately, the work we do at CA BOCES is aimed at improving the student experience. When you attend professional development such as Don’t Ditch That Tech! (based on the book by Matt Miller), you will likely explore a variety of technologies, but the focus isn’t on the tech. The priority is using that technology, a means, to improve your instruction and assessment for the sake of students. When you explore the Advancing STEM curriculum and STEM kits, you will see numerous activities and projects around many topics, but the activities aren’t the focus. The emphasis is to improve STEM curriculum, instruction, and assessment for the sake of students. After only a brief meeting with NASEF, we learned that their mission was very much like ours.
North America Scholastic Esports Federation (NASEF)
In our initial endeavors of exploring eSports, we were able to justify purchasing equipment through CSLO (ask your tech. director if you’re interested in what this means) since most equipment is multi-purposed, used in labs, STEM spaces, or for other high-capacity software such as CAD or video editors. But how could justify a stand alone gaming event? Thankfully, we don’t have to.
The key word making all the difference both in appearance and practice: scholastic. NASEF is not just an eSports league; it is so much more.
Because the mission at NASEF is “to provide opportunities for ALL students to acquire critical communication, collaboration, and problem-solving skills needed to thrive in work and in life,” eSports is simply the platform where that mission takes place. A means to an end. Furthermore, through the principal support of the Samueli Foundation, NASEF offers middle school, high school, and CTE curriculum aligned with Common Core ELA, NGSS, ISTE, and SEL standards.
If we weren’t excited enough after our first meeting with NASEF, we grew even more interested when we learned of NASEF’s COVID-19 response via Minecraft and the 14 beyond the game challenges. With our many questions answered, multiple meetings conducted, and the proper paperwork signed, we are pleased to announce that CA BOCES is among the many NASEF affiliates!
Consequently, with the fantastic support of NASEF, CA BOCES will be hosting our first semi-annual scholastic eSports tournaments at the CA BOCES Olean Main Center, tentatively December 16, 2020 and March 31, 2021. For more information regarding registration for these events, please contact Jean Oliverio (Jean_Oliverio@caboces.org), coordinator for Student Programs. For more information regarding the scholastic eSports collaboration between CA BOCES and NASEF, take a glance at the announcement on the NASEF website or contact Mary Morris (Mary_Morris@caboces.org), Program Manager for Student Programs.
By: Mark Beckwith, CA BOCES Professional Development
As one school year ended in an undeniably different fashion than years prior, so too is a new one set to begin under circumstances far different than the traditional expectations and norm. As schools create plans and explore various options to accommodate and connect students in both the face-to-face and digital formats, there has been a tremendous focus of time and learning dedicated to the exploration of various platforms that can effectively promote connectivity and collaboration among both teachers and students. One of these platforms is Microsoft Teams.
While Microsoft Teams is not a new product, the awareness and familiarity has become relatively new to many in the educational world as a shift to remote learning became a reality. This application is meant to enhance teamwork through enriched collaboration and communication. It has the capability of video streaming, document collaboration and sharing, one-on-one and team chat, and more. Additionally, since it is part of Office 365 suite, integration already exists with other Office products making access to cloud storage and files simple for the user.
The CA BOCES staff worked through the school closure and throughout the summer to offer varied training opportunities to cater to the familiarity and expertise of those desiring to learn more and gain deeper understanding about this application. Teams training was based on three different levels of users; Beginner, Intermediate, and Advanced.
Differentiation of these specific workshop trainings brought all those involved, teachers and administrators, a deeper understanding of not only the functional components and the customizable aspects of the application, but also the safety and security features that are built in as well. Through these targeted workshops that were open for any teachers who desired to participate, and through training offered to district level groups of staff, CA BOCES trainers worked to increase the ability of those using Teams across the region focusing on ways to effectively collaborate and communicate with each other and with students in an online environment. So, whether you’re a beginner, intermediate, or advanced user of Microsoft Teams, if you’re looking to increase your ability to help your Team, reach out to your Essential Partner at CA BOCES because we are here to support you!
By: Rob Griffith, CA BOCES Professional Development
Brain rules are twelve rules proposed by John Medina to help us understand how our brains work and how to use them as effectively as possible. Of the twelve brain rules, there are several that I want to explore in detail that could be used and implemented in the classroom.
Rule 1: Survival
Our survival instincts are what have helped humans evolve into the society we form today. Medina explains survival as the ability to solve problems, learn from mistakes and create alliances with other people. Thus, collaboration and group work are important for our survival. The classroom should not be any different. Teaching team work skills, active listening and developing social intelligence will not only create an environment of trust in the classroom, but also help the students lean on each other and survive the year together.
Rule 2: Exercise
Starting a class with a quick exercise is a way to refresh the brain. This can be as simple as moving our arms in swimming motions or performing deep breathing exercises. The aim is to get some oxygen to the brain. If there are two classes back to back, a break between them would be good too.
Rule 7: Memory
By recapping the material often, relating it to present day happenings or relevant day-to-day activities and tasks, students will remember more. Brains possess neuroplasticity which means that they are constantly evolving and the more we use them, the stronger they get.
Rule 9: Vision
Getting content across to students. does not have to be just about pages full of words. Expressing material in different ways using pictures, videos, and models allows the brain to make sense of things quickly and remember them better.
Rule 12: ExplorationSchools are a safe environment where students have the opportunity to experiment and evolve at their own pace. I want my classes to be an adventure where the students can each explore their interests to some extent and share their experiences. Inquiry-based learning is a great way to get students to do this.
If you want to learn more about Brain Rules by John Medina, check out his book. If you are interested in the 2 hour workshop with ideas around classroom implementation of the 12 brain rules by John Medina, reach out to Tessa Levitt or Jessica Rose at CABOCES.
By: Tessa Levitt, CA BOCES Professional Development
Teaching Physical Education Without the Gym. . . A Reflection from Portville Elementary School’s PE Teacher, Christina Matz
Field Day at Portville, like many schools, is a fun, engaging day not only to help close out the year but to give students ideas to stay active in the summer with their families. Obviously, due to the school shutdown, I had to modify Field Day, but I was not going to cancel it.
Throughout the shutdown, I was able to collaborate and share ideas with physical education teachers with whom I networked from around the country and around the world. I took advantage of the many CABOCES PE webinars and forums afforded to us, especially with learning the use of technology, which is a smooth segue to our Portville Virtual Field Day.
Before the shutdown, I had limited knowledge of Google slides, publishing to YouTube, or Facebook Live. But, I learned these skills to combine with my prior knowledge of physical education to create a Google slide with 23 Field Day events as well as 36 clickable images. The links led the students to YouTube videos of me and my family doing the various Field Day activities. I was also able to attach a scoresheet and a certificate to the Field Day slide post. Some of the activities were my own, while some were shared with me with other PE teachers from as far away as California and Australia.
One of the many challenges was how to come up with physical education activities to do without the aid of traditional equipment. To overcome this, I looked around our home for common household items present in most homes. For example, I used rolled-up socks and pillowcases, ladders, and spatulas. To help hype it up, I asked for elementary teachers and staff to send pictures of themselves with an encouraging sign for our students. Using a video editor, I put together a collage set to music for the students to enjoy.
The community response was overwhelming. On my PE Rockstar Facebook page, I asked for families to share pictures and/or videos of their children doing the activities. I had so many responses, it was hard to keep up with them all!
During the shutdown, community support and involvement is even more important than normal times and this was a great way to inspire passion and excitement for physical education.
So why did I do this? I did it to continue to interact with students but also to bring families together with physical activities designed for students, which the whole family could engage in. The passion I have for physical education is something I will always have but staying positive and learning new skills during our time at home will only enrich my teaching in the future.
I would not have been able to do this without the support of our Portville school and community, especially our elementary principal Lynn Corder, who is always supportive of my ideas for our Portville elementary PE program.
By: Christina Matz, Portville Elementary
Coordinated by: Anne Mitchell, CA BOCES Professional Development
The students in Mrs. Sortore’s Forensics class at Friendship Central School have been busy searching for clues! Two different crime scenes were created in the school area, and two teams were chosen to investigate each crime. The class consists of 21 students that are a mixture of seniors and sophomores this year. Each group included a Facilitator, Lab Technicians, Crime Scene Investigators, Photo Analysts, Crime Scene Sketch Artist, Blood and Fingerprint Analysts. The teams used their prior knowledge of Forensic Science to gather and analyze the clues. One of the critical tools to analyze hair collected from the scenes was the Amscope Digital Microscope from CABOCES. This scope allowed the students to measure the medulla to compare hair from the scene and hair collected from suspects. Without this technology our student’s ability to narrow down the suspects would have been severely hampered leading to a possible incorrect assumption. The ability to measure and view the hair at this level was a key component to solving the crime. It was inspiring to watch this group of students work together to piece together the clues. The students worked tirelessly gathering clues, piecing together evidence, and solving critical pieces between the separate scenes.
By: Mark Carls, CA BOCES Professional Development
Did you know that teaching is the 2nd highest profession that struggles with mental health? As we find ourselves in the midst of remote learning and isolation from students, colleagues, family, and friends this current situation only MAGNIFIES this struggle. As teachers we often work to build and address the mental health of others, but we tend to neglect self. We need to be sure to monitor our own personal mental health and recognize when there are dangers to our personal mental health. In doing so, you will be able to provide for self-care.
Our current work situation is more challenging to all aspects of our current life. Working and living with others who may also be stressed, can test our patience and push us to our limits, causing us to act in ways that are not our normal behaviors. Practicing Self-Care is an important activity that will help you to cognitively, physically and emotionally ‘bounce back’ each day over the long term and can help you avoid falling into the pitfalls of acting out.
We can improve our mental health through self-care by knowing the warning signs and how to identify mental health concerns, understanding how to implement self-care strategies, and identify ways to engage in positive aspects of mental health and self-care. Self-care can have many different forms, but the easiest way to implement self-care is by engaging in activities and practices that give you energy, lower your stress and contribute to your well being. Some examples of self-care are exercising regularly, eating well and fostering positive relationships. Self-care activities will be different for everyone and participating in activities regularly before a time of crisis will work to improve your mental health and well being.
As individuals we need to notice when our stress is manageable, and our physical and emotional wellbeing is enhanced. Make a commitment to your health and wellbeing for today and into the future you by identifying and implementing aspects of self-care. This will create positive habits in your life that can make self-care become a routine that positively impacts your mental health.
By: Rob Griffith, CA BOCES Professional Development
When I took this photo, I had no idea that school would be closed and the world would be suffering a pandemic. My thoughts were centered on capturing the vision of growing leaders that Friendship Central School strives to achieve. The district believes that each person involved in the school has unique gifts and talents. Teachers, students, staff members and the school community have many opportunities to use their talents and grow into the person they are meant to become. In my mind, that’s the mission of education and it happens by becoming a lifelong learner.
Throughout this pandemic, I have had the unique opportunity to watch teachers transform their teaching from a face to face environment where daily interactions with students are the norm to a virtual and remote world. The challenges of living in a rural area where internet and cell service are often labeled “unstable” or “not available” can be overwhelming. However, future leaders saw this an opportunity for growth.
At Friendship Central School, teachers model a life of caring for others and giving of self to better the world. They demonstrate this value on a daily basis evidenced in classroom communities. Students are taught to give a little piece of their heart each day because it brings joy to self and others. Now, in the uncertainty of a crisis, Lindsey Weaver, Kindergarten teacher at Friendship, continues to model selfless service by growing her knowledge and sharing it with others.
In the district, Lindsey was instrumental in showing teachers the possibilities available when moving to an online platform. Leadership is about being brave and taking risks when faced with a challenge. Friendship Central School allows each member the opportunity to take a risk by creating a safe environment where risk-taking is valued. Lindsey’s willingness to be vulnerable during a crisis gave many other teachers the courage to try new ways of communicating with students and families. In just a few short weeks, Lindsey presented ideas to the Cattaraugus-Allegany region as well as in specific local districts. She has inspired joy and creativity between teachers, students, and families.
Even though we are in unprecedented times, Friendship Central School is still truly a place where its members are invited to learn and grow. All it takes is the courage to move in that direction.
By: Michelle Rickicki, CA BOCES Professional Development
"Far too many students come to school with small vocabularies. This is a big deal: the size of a child's vocabulary is an accurate predictor of academic achievement and even upward mobility over the course of a lifetime (Hirsch, 2013)." - 101 Strategies to make Academic Vocabulary Stick.
March left districts tackling unprecedented times as they worked to transition from classroom environments to creating work packets and delivering instruction online. As teachers navigate this unknown territory, this article means to highlight three ways to incorporate vocabulary instruction utilizing the video conferencing tool Zoom. While determining which vocabulary to focus on keep in mind the following information, according to the New York State Education Department principles of effective vocabulary instruction include:
In 101 Strategies to Make Academic Vocabulary Stick, Sprenger speaks to the three stages of the Memory Process. The stages include Encoding, Storage and Retrieval. Encoding is the first stage of building long term memory and the author notes that vocabulary instruction at this stage is meant to pique the students interest, motivate and engage them. Here are three strategies (adapted from 101 Strategies to make Academic Vocabulary Stick) that focus on the Encoding process and can be incorporated within a Zoom session.
● Story Impressions
○ This is a pre-reading activity meant to spark curiosity. This will make reading the upcoming content more meaningful and help students with comprehension.
○ Choose keywords from a story or chapter, keeping them in the same order in which they appear.
○ Provide the list visually (word doc, whiteboard, etc.) for students by sharing your screen during a zoom lesson.
○ Go over brief definitions/descriptions and then either whole group, small group (breakout sessions) or individually have students use the words in a made-up story with a beginning, middle and end.
● Word Up
○ This strategy helps students hone in on their listening skills and highlight important vocabulary.
○ Zoom participants would be placed in Gallery View, so everyone could be seen at the same time (think Brady Bunch).
○ Identify 1-2 words you would like students to write separately on a piece of paper or an index card.
○ While you are reading aloud, whenever the students hear the appropriate word they would lift the paper or index card.
● Word Expert Cards
○ Before beginning new content, create a vocabulary list, including the page number where each word appears or online resources for them to access.
○ Divide your class so that there are 3-4 students in a group.
○ Give each group 2-3 vocabulary words. Students in each group are responsible for learning those words and then teaching them to the other groups.
○ Using the breakout group feature, have students with the same words discuss the best student created definition, its part of speech, the sentence from the text where it appears, illustration, and a made-up sentence by the group.
○ Move from group to group to check on accuracy. Then switch breakout groups and have those ‘word experts’ teach their words to other members of the class that had different words.
○ This will take planning ahead to determine the best breakout groups and movement by the teacher throughout the groups to encourage participation and on-task behavior.
Let's work together to help increase our students' vocabulary and ultimately have a positive impact on 'academic achievement and upward mobility over the course of a lifetime.'
For additional vocabulary strategies or questions, please reach out to firstname.lastname@example.org or email@example.com.
By: Jessica Rose, CA BOCES Professional Development
Hallmark 4 of Advanced Literacies Instruction: Academic Vocabulary and Langauge
Sprenger, M. (2017) 101 Strategies to make Academic Vocabulary Stick. ASCD
Wow! That’s about all I can say.
Our ISS team has been working around the clock to be “part of the solution” as our districts work to provide home instruction to students. We quickly realized we could help our region prepare for home instruction by doing what we do best, providing online professional development to regional educators.
Over the past eight days, we have convened job-alike educators in online sessions (viz Zoom technology) to share how districts will provide home instruction, to learn new methods and technology tools, and to serve as a "support group" for teachers who are, like their students, trying to make sense of what is happening in our world.
Our first sessions were packed with teachers working from home. And each day since, attendance has grown. So far, 2,641 participants have signed into sessions!
Working online has been so very rewarding. Our facilitators “passed the mic” to almost every teacher to build community with a large groups of strangers. It has been amazing to see our region at kitchen tables and in living rooms trying to take a step forward…and, as you know, any step forward right now feels so good. We have heard time after time the resolve that teachers have to attempt to connect with their students and to continue their learning. It has been so inspiring.
Our support will continue through this journey with new sessions starting on Tuesday (3/31). Contact your local administrator for our session schedule and connection information.
By: Tim Cox, CA BOCES ISS
Teachers and students in the Cattaraugus and Allegany County region have all-access to many high-quality online resources. Check out our guide. All resources can be accessed at http://resources.caboces.org Contact anyone on our team for username and password assistance.
All Access Content Includes:
What are the odds that two coordinators would schedule different lessons with the same grade level educators on the same day? While we don’t know the exact odds (perhaps a probability and statistics lesson for those of you interested), we do know that we were able to make this unlikely event happen.
With what was seemingly conflicting lessons, we then had to make a decision. Which lesson would stay and which would be rescheduled: coding or fossils? After a quick discussion and a lot of excitement, we decided something different altogether. Why not both?!
With Kevin Erickson, Cuba-Rushford Elementary School principal, and the 2nd grade team on board, we set out to make our lessons a pairing better than peanut butter and jelly (if that is even possible). Based on the response from students and teachers, we may have come close.
Students were placed in quasi-random groups and assigned with unique roles (i.e. excavation director, materials specialist, recording specialist, and site manager) to complete their task: locate anything at all from the dig site using only the appropriate tools, the excavation robot and the excavation trowel.
Once each excavation team made a discovery, each member fulfilled his or her role to ensure that the dig site was properly cared for, all team members were participating, and the appropriate materials made their way to each group’s respective work site.
Depending on what the excavation robot and trowel uncovered, each excavation team explored a variety of fossil concepts such as types, formation, and locations.
Whether the topics are technology and dinosaurs, Science and Social Studies, or Restorative Practice and mathematics, reach out to your friendly neighborhood Instructional Support Coordinators to help with your next interdisciplinary, co-teaching lesson.
By: Lance Feuchter & Mark Beckwith, CA BOCES Learning Resources & Professional Development
P.s. We would like to extend our sincerest thanks to Karen Insley, Distance Learning coordinator, for her valuable assistance and Wendy Sprague, CRCS Elementary Librarian, for allowing us to utilize the necessary space to conduct such learning opportunities.
Middle school math teachers at Pioneer Central School recently tried a new problem-solving model with educational consultant, Susan Rothwell. The teachers were looking for additional instructional practices that allowed students to collectively tap their knowledge in order to solve a challenging, multi-step problem in mathematics. Over the past few years, being able to successfully collaborate with others has consistently been identified as one of the most important skills employers are looking for. This model allows students to improve upon these skills as well as develop a deeper and more meaningful understanding of what they are learning. The problem-solving technique that was introduced to the teachers and students included the following materials and steps.
Problem-Solving Model Steps: (total time is 31-47 minutes)
By: Justin Shumaker, CA BOCES Professional Development
Many districts in our CABOCES region have decided to use our ELA and Math Benchmark assessments to help prepare students for the NYSED 3-8 assessments. Mark Beckwith at CABOCES has those benchmark assessments and other documents on our 3 Tools to Improve Results site: http://bit.ly/3TOOLS.
This all came about from a discussion at Friendship with their administrative team trying to help teachers understand what they need to cover to prepare students for the 3-8 ELA and Math assessments. We used the released questions on the NYSED site and focused on the standards that have been asked the most since the Common Core tests started. CABOCES staff worked on creating parallel questions to these most asked released questions to make the benchmarks and tried to keep the overall look and feel as similar to the actual assessment as they could. The 3 Tools site has a tutorial on using the site, it gives educators the assessments along with Educator Guides for scoring the assessments and Data Analysis documents for analyzing the student results.
Next comes the quandary.....after teachers and administrators sit down to analyze these results, what do they do next? It’s great to realize where you have weakness (and strengths, it’s always good to make sure you keep doing well at what you do well), but what do you do to help students who struggle? What change in instruction happens? At Friendship teachers are going back to use the tests with each individual student and after two administrations to go back and show how much improvement (hopefully) that a kid has shown from one benchmark to the next last. Time is given in AIS/RtI and also teachers can go over it in class. There’s always room to improve and we hope they find value in getting to individual students to go over their own personal results and to come up with a plan to help them fix any gaps. We’re still looking for ideas to help close those gaps that they find from these benchmarks before the actualy New York State test.
What is the answer to that? Is it more of the same type of instruction? Is it more focused practice and if so how and when? Is it using a program like i-Ready or Castle Learning for more practice? I don’t know but would love to hear how other districts are going through this process to help close the gaps, whether you use these benchmark assessments or not. Please let me know at: Mark_Carls@caboces.org.
By: Mark Carls, CA BOCES Professional Development
In the United States, 34 million children have had at least one adverse childhood experience (ACE) -- ranging from abuse or neglect to parental incarceration or addiction. Children living in poverty are more likely to have multiple ACEs, compounding the effects of economic insecurity. In addition, the current opioid epidemic is devastating families. Many classrooms in America are touched by trauma.
Earlier this month 40 teachers and leaders from the region learned about the effects trauma has on the learning brain. In school, children with trauma are more likely to have trouble regulating their emotions, focusing, and interacting with peers and adults in a positive way.
Teachers learned how to take care of themselves in order to take care of the students in their classrooms. Teachers and leaders learned about the nine areas of self-care from Kristen Souer’s book; “Fostering Resilient Learners.” The nine areas of self-care are: sleep, eat healthy, drink water, exercise, sense of TEAM, breathe, limit screen time, challenges and gratitude.
There is some hopeful news in the research about kids and trauma. “We know enough about the science to know that teachers can make a huge difference.” The school environment is one of the places where students who are exposed to real challenges at home can find safety, predictability and consistency.
Relationship-building is an important element of addressing trauma because students rely on stable relationships.
Modeling apologies repairs relationships and develops students’ relationship skills.
ENCOURAGING RESPONSIBILITY is a sense of responsibility, it is important in trauma-informed classrooms because it fosters a belief in students that they are in charge of themselves.
PROMOTING REGULATION Regulation strategies such as soothing music and brain breaks allowed students to manage physical and emotional responses, which is especially important for students who have experienced trauma.
Many more strategies were shared at the workshop. If you would like to learn more about Trauma Sensitive Classroom Strategies, please feel free to check out any upcoming offerings at register.caboces.org
By: Tessa Levitt, CA BOCES Professional Development
Defining what mental health and wellness is and isn’t can be extremely helpful in order to demystify cultural perspectives regarding this topic of interest. Katie Mendell, CABOCES Community Schools Coordinator, shared with Scio’s faculty and staff a wealth of information regarding mental health and wellness and what we can do in education to help our students. Understanding the continuum of well-being around mental health and educating the importance of the mind-body connection benefits all learners.
New York State Education Department (NYSED) Board of Regents permanently adopted a proposed amendment in May 2018 clarifying for schools what health education should include in all grades. Schools are required to: include mental health and the relationship of physical and mental health; and designed to enhance student understanding, attitudes and behaviors that promote health, well-being and human dignity. Many school may already be incorporating these elements in their education of health, however this formalizes the new requirements in law.
Take a moment and think of a situation where you recently felt upset; What feelings did you experience? How about a situation that made you feel happy? What were you doing? Simply defined, mental health is how one thinks, feels, and acts. The spectrum of wellness on mental health ranges and often times we associate mental health with mental illness. Katie shared a wealth of information in order to demystify and redefine mental health as how we think, feel and act. Mental Illness is a diagnosable illness that affect a person’s thoughts, feelings, and actions as well as disrupts the ability to engage in daily activities.
What can we do for our students? We can begin by reviewing and assessing our current K-12 health education curricula for alignment to new mental health education requirements; build capacity and strengthen relationships between educators and pupil personnel services (school psychologist, social worker, counselor, nurse); developing school-community partnerships with mental health professionals and organizations; identify strategies to engage families and students in supporting mental health and well-being; support a school climate “Culture of Care”; and leverage partnerships and build upon existing resources to develop a sustainable infrastructure for mental health. The following cards were shared with faculty and staff and also provided to students.
By: Jessica Schirrmacher-Smith, CA BOCES Professional Development
We are preparing students for a world that wants go-getters, decision makers, designers, creators, and dreamers. The old system of school is focused on compliance, but if our students are compliant when they leave us, they will always need to follow someone else’s rules and our society is not made for that. Empower: What Happens When Students Own Their Learning? by John Spencer and AJ Juliani challenge our thinking about engagement in schools and push for classrooms that empower our learners.
This fall, Ryan McGinnis, Tessa Levitt, and Sarah Wittmeyer hosted a 6-week online book study on Facebook centered around the Empower text. 30 teachers from the region logged in weekly from 8-9pm to participate in discussion of the ideas presented in text.
We explored how to shift the classroom and put the learning into the hands of the students. How can we, as teachers, facilitate learning experiences that put students in control? Where can we let them take over the process? How do we do this within the parameters of curriculum, standards, the schools we work in, etc.? How do we give students more ownership in the learning process? What have we done in our classrooms to empower our students? Where do we start?
The best part of the entire discussion was learning how teachers in our region were upping the game for their students. From genius hour, to inquiry, to project-based learning, and beyond, our students are so lucky to have such creative and innovative teachers!
We will be having a “face-to-face” meeting at the end of November as a culmination to the learning and a check-in to see how things are going with empowering our students. If you are interested in learning more about our Facbeook book studies, please reach out! We will be hosting another in Spring 2020! Stay tuned!
By: Sarah Wittmeyer, CA BOCES Professional Development
On October 1, K-5 math teachers from around the region gathered for a Collaborative Learning Community (CLC) experience. The morning was jam-packed with information and resources for math with CABOCES coordinators Jillian Putnam and Justin Shumaker. Using a Think Tank model for group discussion, topics discussed included best practices when facilitating student learning, the use of technology in the math classroom, and whether math lessons should begin with teacher led instruction or students attempting to solve problems on their own. Teachers had time to discuss each and ask questions regarding their current classroom practices.
If you are unfamiliar with the Think Tank model, participants are separated into smaller groups of preferably four members where each person is given a specific role. The roles include the facilitator, time keeper, scribe, and person to share out. The facilitator ensures that all group members are heard and stay on topic. The time keeper ensures the group adheres to the time constraints of the model and moves the discussion forward when necessary. A scribe takes notes of what the group discusses while the share out person takes the small groups ideas and shares them with the full group.
Also integrated into the day was the idea around Social Emotional Learning (SEL). A point of emphasis around the region due to the new NYSED standards, SEL is incredibly important for each of us to consider. The overall well-being of our students should be one of our main priorities and also goes a long way towards helping our students be successful. A quick tip - pine cones stimulate the nerve endings in your palms. Do you have students who struggle with focus? Have them roll a pine cone in their hands! A cheap alternative to fidget spinners, simply walk outside and pick one up off the ground!
In the afternoon, Clay Nolan, STEM coordinator at CABOCES, shared with the group the latest and greatest from NYSED about the new science standards and assessment timeline. In short, the new grade 5 and 8 science assessments will start in the 2021-2022 school year. Also a point of emphasis, what makes a great exit ticket. Teachers dove deep into how to setup exit tickets in order to best inform us of the learning that took place that day. From Learning Resources, Alex Freer, Coordinator for Digital Media, also came and shared some of the resources available to the teachers through their department.
At the end of the day, teachers and facilitators were excited about the work accomplished. We look forward to working with teachers from around the region again for the next K-5 Math CLC on February 4 at the CABOCES Barn training room.
By: Justin Shumaker, CA BOCES Professional Development
Restorative Practices is becoming more common in the CA BOCES Region. Several districts have requested Restorative Practice Awareness training for staff as they begin to explore practices that teach positive behaviors and build relationships rather than punish. Climate changes daily but as we know changing school culture takes time, dedication, honest conversations, and an open-mindset. The CA BOCES Restorative Practice Awareness training provides an opportunity for teachers to reflect on the positive and negative impacts of current and past practices.
Restorative Practices range from informal to formal. Participants are introduced to the Restorative Practices Continuum which includes informal practices such as affective statements and questions that communicate people’s feelings, and allow for reflection on how their behavior has affected others to impromptu restorative conversations and more formal practices including circles and formal conferences. As you move from left to right on the continuum the processes become more formal, involve more people, and require planning and time.
During the awareness training, participants are exposed to affective statements and questions. Affective statements are personal expressions of feelings in response to others’ positive or negative behaviors. The idea is for teachers to make connections with students. Affective questions include questions that can be asked to the:
Person who committed the harm:
What were you thinking at the time? What have you thought about since?
Who has been affected by what you have done in what way?
What do you think you need to do to make things right?
Person who was harmed:
What did you think when you realized what had happened?
What impact has this incident had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to make things right?
Participants gain an understanding of how to have small impromptu conferences with students to address specific situations and how to incorporate circles into the classroom. It’s always recommended that circles be 80% proactive and 20% responsive. Therefore, more emphasis should be put on building relationships and making connections with students.
Changing school culture is a significant challenge where students will become the beneficiaries of stronger schools and a safe and supportive environment for learning. Restorative Practices provide children and adults with a skill set for enhancing communication in all settings. We encourage schools to explore the restorative journey for their students!
By: Jillian Putnam, CA BOCES Professional Development
I have determined a solution to end the struggle between pronouncing data with either a long or short ‘a’ sound. Rather than being confused between which of the two typical pronunciations you should choose, you should pronounce data as you would tada. Now, if you didn’t find it fun before, any conversations regarding data will be much more enjoyable!
Thankfully, the vast majority of my discussions and dialogue centered on data have been well-received and productive. Based on recent conversations with similar colleagues at various BOCES, these generally positive encounters regarding data are both a rarity and are among the many characteristics that set the CA BOCES region apart from many others across the state.
However, because much of my work as well as that of numerous coordinators on the Professional Development team involves data (as it should), I would like to share the data ABCs as many of the CA BOCES continue to delve deeper into data.
Data Is AwarenessA good friend of mine said something that has been stuck in my head since he made the claim not long ago: even the sincerest of intentions can be sincerely mistaken. In other words, while a person’s intentions can be good, the actions he chooses may not yield the desired results, potentially even the opposite.
The same is true in education. As a former high school mathematics teacher, I held firm to the belief that my students needed to do homework in order to be successful. “Complete these 15 problems (10 skill-based and 5 application) each night, and you’ll be on the right track,” I thought. That was the approach my teachers had taken. It was the approach most educators followed (albeit with some flexibility). However, although research based on traditional homework practices yields positive results, traditional homework still does not provide a year’s worth of growth, at least through grade twelve.
By examining the research, we are able to challenge our own subjective beliefs and opinions. It is in this examination of data that we are aware of how to best align our sincerest intentions with what actually works best, not just what we think works best.
Data Is The Beginning, Not The EndBeyond awareness, data is best utilized before making decisions. The difference between using data to become aware and guide next steps as compared to being used for awareness alone is the difference between being proactive and reactive. Data as a beginning allows for timely and accurate decision making, both of which are key to formative practices.
Data Is CrucialIf being accurately informed wasn’t justification enough, I have listed five additional reasons why data is crucial in public education:
By: Mark Beckwith, CA BOCES Professional Development
In September 2017, the NYS Board of Regents adopted the English Language Arts and Mathematics Next Generation Learning Standards. The ELA standards were revised across all grades to ensure understanding, developmentally appropriate practice, and high expectations for all learners. The new standards come at a time when schools are working to provide equity and excellence for all learners. Inside the documents educators will find the Lifelong Practices of Readers and Writers as well as every grade level’s expectations for text complexity.
Many teachers and administrators in the region have worked diligently this summer aligning and adjusting curriculum. They discovered that the most notable change in the standards is the knowledge that being literate in today’s society is different than it was in the past. The implementation of the standards guide students to become critical thinkers and communicators. Teachers, administrators, and curriculum coordinators are meeting this challenge by evaluating district curriculum, revising and creating curricular units of study, and working as a collaborative unit within the region to ensure all students succeed.
For more information and guidance documents go to: http://www.nysed.gov/next-generation-learning-standards
If you have questions regarding the ELA changes, please reach out to Tessa Levitt, Corey Wilson, or Michelle Rickicki.
By: Michelle Rickicki, CA Boces Professional Development
As we are gearing up to begin the 2019-2020 school year, we are also entering Phase II: Building Capacity, of the Next Generation Learning Standards Implementation Roadmap
Phase II of the Standards Implementation Roadmap: Building Capacity, is to provide guidance and support for districts with regards to the professional development needs identified in Phase I, with the focus on the integration of the Next Generation ELA and Mathematics Learning Standards into curriculum, instruction, and assessment design. In our CA BOCES region we have held several regional and in district workshops both in Phase I: Raising Awareness and Phase II; Building Capacity for both Math and ELA. In these workshops we identify current/new instructional strategies that allow opportunities for students to engage in the Lifelong Practices of Readers and Writers and the Standards for Mathematical Practices. As well as examining current classroom instructional strategies and determine changes needed to ensure classroom instruction is research-based and aligned with the standards. For example, using student centered project-based and inquiry-based learning, purposeful play, and other student-focused modes of instruction.
While working collaboratively with peers from around the region, educators are also reviewing, revising, or creating curricular units, based on need, or adopting a curriculum program to ensure alignment to the NYS Next Generation ELA and Mathematics Learning Standards. Furthermore, CA BOCES continues to support regional data reviews such as, ELA Data Dive, to reflect on student performance and identify areas of strength and opportunities for growth.
To help assist districts in the implementation of the Next Gen Learning Standards including curriculum development, the state has recently developed A Guide for Aligning Local Curricula to the Next Generation English Language Arts Learning Standards. The guidance contained in this document for curriculum review and development (ELA Curriculum Reflection Tool in Part II) is optional for school districts in New York State to use. The guidance is provided to support districts’ creation or revision of units of instruction aligned with the student learning expectations in the Next Generation English Language Arts (ELA) Learning Standards. Curriculum decisions are local school district decisions in New York State.
For more information about the alignment guide, please reach out!
By: Corey Wilson, CA BOCES Professional Development
As the importance of trauma sensitive classrooms and the drive for becoming more responsive is at the forefront of our minds, at the foundation of these initiatives is the relationship building that is necessary to make any of those powerful initiatives a success.
In the article, "Why Teacher-Student Relationships Matter" Sarah Sparks notes, A Review of Educational Research analysis of 46 studies found that strong teacher-student relationships were associated in both the short- and long-term with improvements on practically every measure schools care about: higher student academic engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower school dropout rates.
Although the positives are profound, as educators we recognize there are challenges with building meaningful relationships with all of our students. There are time constraints, curriculum demands and large class sizes that can prevent those ‘little conversations’ from occurring. As the new school year is fast approaching, keep in mind the following strategies and/or trainings that can aid you in having those ‘little conversations’ that will improve engagement and bring about positive lasting results for your students.
The Challenges and the Strategies to Overcome Them
Time is our most valuable resource and there never seems to be enough of it. Within a school setting there are tight schedules and limited class periods.
Although class size varies and depending on grade level may grow or shrink from year to year, we may feel at times if there were only a few less students, more could be accomplished. Getting to know students can be difficult when there are so many and utilizing different games or whole group activities can help foster teacher-student relationships.
Gone are the days when we taught whatever we deemed important, today we are held to high curriculum standards and answer to testing data. The stress and pressure of getting through everything and delivering on academic goals is high. Luckily there are ways to steal moments that can help strengthen teacher-student relationships.
For additional information on Restorative Practice Training, please reach out to Jillian Putnam, Mark Carls, Kathryn Mendell or Jessica Rose.
By: Jessica Rose, CA BOCES Professional Development
Social-emotional learning (SEL) is spreading like wildfire—and schools districts are starting to implement SEL in their classrooms.
There are many reasons why a school might adopt SEL, all of which have been validated by research: to increase academic success, to lower the stress-levels of students as they strive towards that success; to prevent negative behaviors such as drug use, violence, and bullying; to equip students with the “soft skills” they will need in today’s work environment; and to promote positive relationships and attitudes.
At the core of SEL is cultivating our self-awareness, which begins with an understanding of emotions. Our emotions work with our cognition in a seamless and integrated way to help us navigate the classroom, workplace, our relationships, and the decisions we make in life.
Over the last ten years, emotion researchers have found that negative emotions close us off, making us less resilient and unable to relate with and connect to others; whereas positive emotions such as gratitude, tranquility, love, and joy come with a myriad of benefits. The goal, however, is not to feel positive emotions all the time, but rather to understand how emotions, both negative and positive, impact us. Thus, if we can become aware of our emotions and learn to work with them in a healthy way-to see them as information rather than as overpowering responses that control our actions – then we can choose to respond to situations in a manner that brings out the good in us and in others. I
Social-emotional learning is generally broken down into five categories
Self-awareness is being able to recognize and comprehend one’s emotions and how they translate into our behaviors. This includes recognizing stress or negative emotions, being aware of one’s abilities and weaknesses as well as a “well-grounded sense of self-efficacy and optimism,” according to CASEL.
Self-management takes self-awareness one step further into the ability to regulate one’s feelings and behaviors. This can include controlling anger, handling stress, self-motivation, or persistence through setbacks.
Social awareness looks outward and is about empathizing with others and possessing a willingness to understand and respect the unique experiences, norms, and behaviors of others.
This section is about creating and maintaining healthy relationships through cooperation, active listening, conflict resolution, and communication.
This final section is about making safe, healthy choices that abide by one’s positive and healthy personal moral code and benefit their well-being — and the well-being of others.
For more information, check out https://casel.org/what-is-sel/ and don’t hesitate to reach out to Kathryn Mendell or Tessa Levitt for more information, strategies or professional development.
By: Tessa Levitt, CA BOCES Professional Development