​CA BOCES welcomed special education and inclusion teachers from Andover, Bolivar-Richburg and Olean to collaborate and discuss the research-based practices for special needs students. 
 
Teachers collaborated to understand the clear differences between accommodation-a change that helps a student overcome or work around the disability. Removing the barriers not content, modification-a change in what is being taught or expected from the student.  (Change in content, expectation, etc.) and an intervention-a specific skill-building strategy implemented and monitored to improve a targeted skill (i.e. what is actually known) and achieve adequate progress in a specific area (academic or behavioral). This often involves a changing instruction or providing additional instruction to a student in the area of learning or behavior difficulty.
 
 
Discussion about Executive Function and the impact it has on learning sparked a lot of interest. The Executive Functions are skills everyone uses to organize and act on information.  These skills are required to help perform or accomplish everyday life tasks.  One of the eight key functions is working memory.  Working memory helps the child keep key information in mind.

Teachers were provided the opportunity to network and share strategies that support the students they work with. Teachers were provided opportunity for inquiry and research for new strategies and best practices for services and interventions for students we teach.
 
Next workshop is August 22, 2017 at CA BOCES – The Barn, Olean
 
Resources:

• www.brookespublishing.com/just-give-him-the-whale
• Systematic Instruction for Students with Moderate and Severe Disabilities, Collins
• From Tutor Scripts to Talking Sticks: 100 Ways to Differentiate Instruction in K–12 Inclusive Classroom
• Building Comprehension in Adolescents: Powerful Strategies for Improving Reading and Writing in Content Areas by Linda H. Mason and colleagues

​Facilitators:  Marguerite Andrews, Deanna Wilkinson and Karen Insley

Whether a student is suspended, sent to the office, or disrupting a lesson, valuable class time is missed by the student and those affected by their actions. Research shows traditional ways of discipline are proving to be ineffective and even pushing students into the prison pipeline. Restorative Practice supports school districts by creating healthy, equitable, caring school communities by preventing and addressing behavioral disruption in a non-punitive way that supports accountability and healing.
 
In June of 2016, both Deb Golly and Melanie Kerns CA BOCES Special Education Supervisors attended the Restorative Practice Summit facilitated by the WNY Restorative Practices Team. This training provided an understanding of the power of using restorative practice in the educational setting. Guest speakers included Dr. Tom Cavanagh, researcher for Restorative Practice in Education, Ian Grugan, Criminal Justice Program Representative, Office of Juvenile Justice, Brian McLaughlin, Commissioner, Erie County Department of Probation, and Lori DeCarlo, Superintendent for Randolph Academy. Throughout this workshop participants had an opportunity to expand their knowledge in regards to building a culture of community in schools, participate in circle experiences, and gain a better understanding of restorative practice conferencing.
 
As the school year began, both Deb Golly and Melanie Kerns decided that it would be best practice to utilize this approach in both the Olean and Pioneer CA BOCES special education classrooms. On August 31st CA BOCES Special Education staff from both locations participated in a full day training to learn more about utilizing restorative practices in their settings. This training opportunity provided staff with an approach to proactively build positive school communities, an in depth understanding of the research behind restorative practice, and gaining an understanding of the spectrum behind restorative practices by providing a starting place for classroom level implementation. Staff had the opportunity to participate in experiential activities and break-out sessions that provided in depth discussion of the practice and opportunities for leadership practices through role play scenarios.
 
In order to dig deeper into Restorative Practice implementation with the CA BOCES Special Education staff both Deb and Melanie have established additional training and support for teachers throughout the 2016-17 school year. 

By:  Jillian Putnam, CA BOCES Professional Development