​Last month PE teachers were able to participate in the second PE forum of 2024.  Hosted by both Whitesville Central School and Wellsville Central School, educators from throughout the CA BCOES region were invited to attend this day to network with other teachers, explore best practices, and learn about local resources and programs that districts use to enhance their PE program. 
 
During the morning of the forum, Whitesville PE teachers Cody Borden and Justin Hendrickson showcased the ExerPro wall and video projection system which they use with students to for accuracy practice and other activities. 

​They also shared team building games and activities used in their Project Adventure/Paralympics Unit, were the focus is on teamwork and communication. 

By:  Rob Griffith, CA BOCES Professional Development

During a recent training session at the Scio School District, substitute teachers gathered to collectively learn about methods for assisting and supporting students in their day-to-day interactions within the classroom. The training aimed to deliver a comprehensive overview of special education, encompassing effective approaches to meet diverse student needs and fundamental strategies for behavior management.

Throughout the session, participants engaged in an exploration and discussion of a variety topics pertinent to their roles and responsibilities as substitute teachers. The procedures and regulations of special education under IDEA were reviewed. Confidentiality and the Family Educational Rights and Privacy Act (FERPA) were thoroughly examined to equip substitutes with the knowledge needed to handle sensitive student information responsibly. Effective behavior management techniques were introduced, with a focus on providing substitute teachers with practical strategies to create a positive and conducive learning environment. Additionally, the session delved into clarifying the specific roles and responsibilities expected of substitute teachers in K-12 classrooms.

By addressing these key areas, the training aimed to empower substitute teachers with a well-rounded skill set, fostering their ability to provide effective support and maintain a positive educational atmosphere for all students, including those with special needs.
Interested in scheduling a substitute teacher training at your district? Contact Kristin Kurtzworth-Keen at [email protected].

By: Kristin Kurtzworth-Keen, CA BOCES Professional Development

But why coding, and why at this age? The answer lies in the transformative potential it holds. Coding isn't just about writing commands; it's about unlocking a creative language that allows students to translate their ideas into interactive experiences, games, and even animations. As Desi puts it, "Coding sparks a fire in students. It becomes more than just learning a skill; it's about expressing their individuality and having a voice in the digital world."

But how do you bridge the gap between eager minds and complex concepts? This is where the work of Jean Piaget, the pioneering developmental psychologist, becomes crucial. He emphasized the role of concrete experiences in early learning, highlighting how children build mental frameworks ("schemata") through exploration and experimentation.

Desi and Rick have embraced this philosophy. Instead of dry lectures, they use Scratch, a visual programming language where colorful blocks represent commands. Students manipulate these blocks, crafting stories, animating characters, and even designing games – all while grasping underlying coding principles.

In the world of education, we strive to ensure our curriculum provides the highest quality of instruction to our students. The Olean City School District has committed to this objective and is currently reviewing their ELA curriculum to ensure the needs of their students are met. The district started an ELA curriculum review at the beginning of the year led by a team of general education teachers, reading teachers, and administration. This team of educators have used the guidance of The Reading League’s Curriculum Evaluation Guidelines to measure the effectiveness of the current curricula being used in the district. Currently the committee is reviewing new curriculum to implement in the 2024-2025 school year that follows the guidelines outlined through this evaluation.
​
Why use The Reading League’s Curriculum Evaluation Guidelines:
The Reading League's Curriculum Evaluation Guide offers a comprehensive framework for assessing ELA instructional materials that is grounded in research and practical experience. Designed to aid educators in evaluating components such as phonological awareness, phonics, fluency, vocabulary, language comprehension, reading comprehension, writing instruction, and assessment, this guide provides a systematic approach to curriculum analysis. By leveraging this resource, districts like Olean can conduct thorough evaluations, identifying strengths and areas for improvement in their ELA curricula.

Want to know more about The Reading League’s Curriculum Evaluation Guide or look further into the process of ELA curriculum selection? I’d love to help! Email me at [email protected]

​By: Janelle Freer, CA BOCES Professional Development

Let’s explore a few changes you can make as you implement Science of Reading instruction. 

1. Use decodable readers, not leveled readers. Decodable readers—simple books that focus on the letter-sound correspondences that students have learned—support students in developing their phonics knowledge, rather than guessing or using picture cues. They support the systematic approach to instruction aligned with the Science of Reading. 
   
2. Provide all students with dedicated, systematic phonics instruction, not mini-lessons or isolated phonics instruction. Effective phonics instruction—for every student—takes time and is deliberately sequenced. (At least 60 minutes a day is required for solid, systematic foundational skills development.) Phonics instruction should also be part of a comprehensive Science of Reading approach to literacy instruction.
   
3. Help students with phonics-based scaffolds, not three-cueing or word guessing. This is the part where learning to decode rewires students’ brains for reading. It requires that you provide scaffolds and ask students to practice sounding it out rather than responding to context clues.
   
4. To build comprehension skills, develop students’ knowledge. The Science of Reading shows that literacy skills grow best on a foundation of knowledge. In other words, the more you know, the easier and faster you can understand texts you encounter in the world. Spend two or three weeks on focused literary, social studies, and science topics. The topics should build on each other and deepen understanding and vocabulary. This approach can replace studying disconnected topics and practicing comprehension skills without attention to background knowledge. 
   
5. Follow a clear instructional path, not a choose-your-own-adventure model. The Science of Reading supports a cohesive curriculum with explicit teaching and guidance. It gives students multiple instructional pathways and gives every student the support they need now without waiting for intervention. 

By: Tessa Levitt, CA BOCES Professional Development

On June 4th, 2024 New York State will welcome the new Algebra I Regents exam based on the Next Generation Standards!  The full list of June Regents exam dates and times can be found here.  With COVID pushing the start time for all Next Gen assessments back a few years, this assessment will be the first High School Math adventure after Common Core. The good news is that not much will change according to NYSED Math representatives.  In fact, before with any new test implementation they would keep the old test around for an extra year for those that need to retake it.  Since the change is so minimal, the January 2024 Common Core Algebra I test was the end of that exam.  We’re now moving forward to Next Gen.   ​

We will be offering summer trainings for Math, you can find them in this pamphlet.  Along with our July 9th day with Paul Riccommoni from Penn State around the importance of Vocabulary in Math as well as retention of information for students.  If you have any other Math questions feel free to reach out to Jillian Putnam for elementary Math at [email protected] and for middle/high school, Mark Carls at [email protected]. 

By:  Mark Carls, CA BOCES Professional Development

Everyone wants to feel like they have a choice; students are no different. They want to feel like they have some say in what they are learning and how they are learning it. While this may not be possible every day and for every lesson, choice boards are a great way to achieve this. 

​A choice board is a document with various activities on it that students can choose from to practice mastering a certain concept. For example, if you want students to learn more about the water cycle, you could provide various resources or activities that encourage them to delve deeply into the topic. Some of these resources might include links to educational videos or articles. It might also include links to a review game, like Gimkit or Blooket, to allow the students to practice associated vocabulary or facts. 

​ The “choices” (and the board itself) do not have to be digital, either. You could have a variety of options that the students can complete tech-free within the classroom, like reading a short story, drawing a picture, completing a crossword puzzle, etc. The format doesn’t matter, but empowering students by giving them choice does! 

The teachers at Ellicottville Elementary have been working on incorporating choice boards into their classrooms with the help of the ISS Model Schools team. One third-grade teacher, James Przybyla, spent several planning periods learning how to create hyperlinks and QR codes so that he could create a digital choice board to help the students to practice multiplication facts. 
​
Mr. Przybyla’s students loved using the choice boards that he created for them. When reviewing their multiplication facts, several students commented that they loved “playing these games”. The students do not even realize that they are learning because it just feels like playing to them. However, the repetitive nature of these game platforms encourages memorization of the math facts without the students becoming bored or complacent. 

Not only did the students love playing the games, but they also really enjoyed being able to choose which activity they wanted to engage in. Some students gravitated towards Blooket’s “Monster Brawl” game, while other students would rather answer questions and earn bait to go “fishing’ in Gimkit’s “Fishtopia” game. Giving students a choice of how to practice their multiplication facts means allowing them to learn on their own terms and to take some ownership of their learning.

When praised for taking the time to learn this new skill, Mr. Przybyla selflessly said, “It’s worth it because it’s for the kids!” This was a great reminder that students should be at the center of everything we do as educators, and giving students choice is an essential part of a student-centered classroom.

In Mr. Przybyla’s room, as well as many others, choice boards have been a great success! If you would like to learn more about how to create choice boards, including digital choice boards with links to digital review games, please feel free to reach out. I would love to help! You can email me at [email protected] with any questions or to set up a time for training.

By:  Brooke Neaman, CA BOCES Professional Development

At Friendship Central School in Friendship, New York, a dynamic collaboration took place on December 4th, 2023, as I led a model lesson alongside the school's Itinerant librarian, Sally Severtson. Together, we engaged 4th and 5th graders in the fascinating world of coding using Scratch (scratch.mit.edu). Scratch is a free program. And if you are worried about Ed Law 2D, don’t be. Students can use Scratch without having to log in.

This innovative session aimed to introduce young minds to the exciting realm of computer programming. As technology continues to shape our daily lives, fostering early exposure to coding not only cultivates essential problem-solving and critical-thinking skills but also empowers students to become creators in our increasingly digital world.

Learning to program shapes in Scratch offers a hands-on, creative approach to understanding the foundations of coding, laying the groundwork for future success in a variety of fields. A lot of Math is also used in this activity. Some of the job opportunities for computer programmers are things like Software Engineer, Web Developer, Data Analyst, IT Security Analyst and Game Designer. The average salary range for these jobs are $50,000 to $150,000, and not all these jobs require a college degree. By imparting these skills at an early age, we equip students with the tools to navigate the evolving landscape of technology and contribute meaningfully to the digital era.

Sally Severtson stated that student behaviors were much better than expected when doing the team-taught activities with student. These lessons focus on computation thinking, which is one of the 5 “main sections” of the Computer Science and Digital Fluency standards that all New York State schools must impliment. If you or your school is interested in having this type of experience, please contact Rick Weinberg at [email protected]. These learning opportunities are provided by the 517 Model Schools CoSer.

By:  Rick Weinberg, CA BOCES Professional Development

Designing instruction for inclusion and diversity involves creating learning experiences that cater to the needs and abilities of all learners. Universal Design for Learning (UDL) is a research-based approach ensures that all learners, regardless of their background, abilities, or characteristics, have the opportunity to learn and succeed. The UDL framework is flexible, responsive, and proactive in addressing the diverse needs of all learners.
 
The UDL framework is based on three key principles:
Offer Multiple Means of Engagement
This principle focuses on gaining and maintaining learners' interest and motivation. Offering choices and using varied approaches that take into account learners’ interests and preferences should be considered when planning instruction.
 
Provide Multiple Means of Representation
This principle recommends providing information in different ways to accommodate for learners’ diverse abilities and needs. This may include delivering content in different formats, such as text, audio, video, or interactive media.
 
Include Multiple Means of Action & Expression
This principle suggests allowing learners to demonstrate their understanding and express themselves in various ways. This may include offering choices for communication, diverse assessment modes, and demonstrating knowledge in various ways.

By adhering to these principles when planning and delivering instruction, educators can create an inclusive learning environment that meets the diverse needs of all learners.

Interested in learning how Universal Design for Learning can meet the diverse needs of students and foster an inclusive learning environment? Contact Kristin Kurtzworth-Keen at [email protected]

By:  Kristin Kurtzworth-Keen, CA BOCES Professional Development

A joyful workplace is a pleasant environment for both educators and for students. In this article, I have included a few effective strategies for cultivating joy in the workplace, fostering a positive and thriving atmosphere that benefits educators and students. On Tuesday, November 21st, teachers at Andover Central School participated in activities and strategies that they could use to foster joy in their classroom and their school environment. With a lot of movement, laughter, and playing, these teachers were able to gather new ideas that they could turnkey in their classroom.
 
Encourage Meaningful Connections: Foster a sense of community and camaraderie among employees. Encourage team-building activities, create spaces for informal interactions, and celebrate milestones together.
 
Recognize and Appreciate Achievements: Acknowledge and celebrate individual and team accomplishments.
 
Provide Opportunities for Professional Development: Employees often find joy in learning and growing in their careers. Offering opportunities for professional development, skill-building workshops, and training programs not only benefits the individual but also contributes to a positive workplace culture.
 
Foster Flexibility and Work-Life Balance: Recognize the importance of work-life balance and provide flexibility when possible.
 
Create a Comfortable and Inspiring Physical Environment: The physical workspace plays a significant role in employee happiness. Consider adding elements like plants, artwork, or communal spaces to create an inspiring and enjoyable work environment.
 
Encourage a Culture of Inclusivity and Diversity: Embrace diversity and inclusion as integral parts of the workplace culture. A diverse workforce brings a variety of perspectives and experiences, fostering innovation and creating a more enriching and joyful workplace for everyone.
 
Implement Wellness Initiatives: Prioritize employee well-being by introducing wellness programs. These can include fitness challenges, mental health resources, and mindfulness activities.
 
Promote Open Communication: Create an environment where open and transparent communication is encouraged.
 
Celebrate Milestones and People: Marking special occasions and celebrating milestones adds a festive and joyful element to the workplace.
 
Cultivating joy in the workplace is an ongoing effort that requires commitment. By implementing these strategies, educators will create a positive and joyful work environment.

By:  Kelli Forster, CA BOCES Professional Development

Is the beautiful drive to your district each morning deceiving?

Each fall, Portville’s new teachers and their mentors participate in a district-wide bus tour. This year, the teachers were led by Dave Youngs, Portville’s Transportation Director, and retired Superintendent of Buildings and Grounds, Tom Costa. The goal is to experience how big the district really is by traveling to some of its borders; the district covers a lot of ground, bordering Allegany; Ceres (NY & PA); Cuba; Eldred, PA; Hinsdale; Little Genesee; and West Clarksville. Dave and Tom share historical aspects of the region along with some of the responsibilities of the transportation department that teachers aren’t always aware of. Teachers often comment on how rural much of the district is and, depending where families live, how long children are on a bus each day. It’s a shared experience that builds empathy and compassion. One teacher commented that it was such an important trip that she’d recommend it for any faculty and staff member who hasn’t participated.

The district tour is a powerful way for teachers to better understand the whole district community, and it provides an authentic, meaningful, and relevant way for teachers to build stronger relationships with their students and their families as well as the district transportation department. The tour is a tremendously beneficial adventure for everyone.

​Please reach out if you have any questions about coordinating district bus tours or facilitating mentor/mentee experiences for your new teachers.

By:  Anne Mitchell, CA BOCES Professional Development

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

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

By:  Brooke Neamon, CA BOCES Professional Development

​This past June the New York State Education Department administered the first ever USHG Framework Regents exam.  This new exam design has 28 MC questions that are attached to a stimulus, a Part II Stimulus Based Short Essay task where students write 2 responses to 4 documents, and a Part 3 six document Civic Literacy DBQ Essay.  The purpose of this new Regents exam is to align assessment to the content, skills, and practices of the Framework and teachers have been anxiously anticipating the arrival of the new exam and curious about both the content and assessment structure. 

​In order to get a better understanding of the exam and student performance, teachers were invited to a regional workshop to analyze the exam and compile data surrounding the content and skills the exam was measuring. 

The information collected was combined and shared so that teachers would have a record of what content was being asked from the Framework, and the types of sources used within the assessment that students would be working with. 

At the completion of this work teachers had a better understanding of the exam structure and state expectations and were able to look at student results to develop ways in which to better assist and prepare for future administrations. 

By:  Rob Griffith, CA BOCES Professional Development

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

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

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

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

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

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

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

By: Sarah Cartmill, CA BOCES Professional Development

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

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

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

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

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

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

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

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

By: Tessa Levitt, CA BOCES Professional Development

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

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

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

​By: Rob Griffith, CA BOCES Professional Development

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

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

By: Rob Griffith, CA BOCES Professional Development

By: Jessica Schirrmacher-Smith, CA BOCES Professional Development

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

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

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

By: Mark Carls, CA BOCES Professional Development

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

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

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

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

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

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

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

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

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

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

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

​By: Jenna Tost, CA BOCES Professional Development