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Many people think that clouds form due to the process of the water cycle phase, evaporation. It is true that without evaporation, clouds would not exist. Evaporation is the process of liquid water turning into gaseous water, or water vapor. Without evaporation as a part of the water cycle, water would only cycle from liquid to solid, and would never make it off the ground. Liquid water is relatively “sticky”, the molecules when water is in a liquid state are attracted to each other creating a lattice of water molecules. Think about how water can “stick” to the sides of a glass, your mirror during a shower, or itself when you’ve poured a glass of it too high, and it domes up above the edge of the glass (try it!). When liquid water molecules have enough energy, some of them break away from the liquid water lattice. A single water molecule is less dense than our typical air molecules (nitrogen and oxygen) so it rises up through the air. That’s usually where water vapor hangs out, amid our air molecules. But we don’t see it. Water molecules floating around alone are far too small to see. Even so, a common misconception exists that evaporation, liquid water becoming water vapor, creates clouds. But we can see clouds! And we can see liquid water. So at some point, the water vapor must turn back to liquid water, otherwise known as the process of condensation. Remember that it takes water molecules with energy to break away to form water vapor, so the opposite needs to happen to water vapor molecules to slow down enough to allow their natural attraction to take hold. The temperatures further from the surface of Earth are colder due to less pressure (“thinner” air), so as water vapor rises in the air, it cools, or the molecules lose energy and slow down. In addition to sticking to each other, water molecules tend to need a surface to form onto. Our atmosphere is full of microscopic dust which provides a perfect surface for microscopic water molecules to cling to as they lose energy. The lattice formed between the clinging water and dust is our cloud! So in a typical graphic that appears in many student textbooks, we can see the cause and effect that creates this cycle of cloud formation:  In a recent workshop, fifth grade teachers from Franklinville, Randolph Academy, West Valley, and Genesee Valley practiced an activity they do with their students in the Models of the Earth Advancing STEM Kit. This activity helps students understand the conditions needed for a cloud to form. There are different scenarios represented by four combinations of water and air: (1) cold water/cold air; (2) cold water/warm air; (3) warm water/cold air; and (4) warm water/warm air. You can see in the picture that water droplets have formed on the top of one of the cups enclosing the land. What do you think is the combination that created this “cloud”? This activity goes along great with one of the third grade NYS Required Science Investigations: Cloud in a Bottle. Another great activity to do with kids or by yourself is Cloud BINGO. This fun activity can help develop keen observation skills and practice prediction. Record the date and time when you see a type of cloud and record the weather going on at the time you see this cloud. You can make this a competition if you set a time frame, say three weeks, and whoever has seen the most clouds, wins!  Follow-up questions to a few weeks of cloud observations might be: What type of weather would you expect with thin, wispy clouds? What type of weather would you expect with thick, fluffy clouds? What type of weather would you expect with dark clouds? What did you find were the most common types of clouds? The least common? Are there any clouds that indicate bad weather or good weather is on the way? Are there any clouds that signify a storm is now over? Did you discover any other types of patterns?
By: Kelli Grabowski, CA BOCES Learning Resources For the last several years, educators have been keen on utilizing drones as a tool for teaching and learning and have had to overcome a few obstacles along the way. Insurance options? Check. Students verified as recreational users? Done. Part 107 preparation for educators? No problem. However, with several changes in regulations taking place over the last year, it is due time to highlight some key details to help ensure that educators are appropriately taking to the sky. Regulation Updates As of April 21, 2021, new regulations regarding operations over people, over moving vehicles, and at night went into effect. “Drone pilots operating under Part 107 may fly at night, over people and moving vehicles without a waiver as long as they meet the requirements defined in the rule” (FAA). Similarly, “All drone pilots required to register their UAS must operate their aircraft in accordance with the final rule on remote ID beginning September 16, 2023” (FAA). Essentially, this rule indicates that drones must be enabled with the ability to be identified remotely by other parties. Most importantly, as of June, 2021, recreational fliers must pass The Recreational UAS Safety Test (TRUST). Public schools this is both good and bad news. One the one hand, it is good since there has been additional clarity offered regarding whether educators fall under the commercial or recreational use classification; it seems more clear, now, that schools meet the requirements of a “community-based organization” and educators can be acknowledged as recreational users when utilizing drones for educational purposes. The down side, albeit minimal, is that students also fall within the recreational user definition, and consequently, must be able to verify a completed TRUST certification as well. While the certification process itself is simple, the list of providers minimally require an email address and a name for the individual seeking certification which means a data privacy agreement must be obtained to be in compliance with Education Law 2-D. Until agreements have been reached, it is recommended for students to obtain their TRUST certification at home under the supervision of a parent or guardian.  (Photo of West Valley Central School using a DJI Mini 2) DJI Mavic Mini/Mini 2
Not only are regulations changing, but the technology is as well. To make sure drone pilots were more easily able to fly and avoid Part 107 regulations, DJI released the Mavic Mini (and more recently the Mini 2) weighing only 249 grams, 1 gram beneath the regulation requirements. While this drone is small, it still captures high quality photos and video. Like the larger Phantom and Mavic models, the Mini is extremely easy to operate, but the fly more bundle is substantially cheaper for the DJI Mavic Mini and the DJI Mini 2 at $399 and $599 respectively. Lastly, I think it is important to bring us back to educational implications. There are limited curricular resources written that utilize drones as an educational tool and are freely available, so educators must carefully consider the ways in which they intend to facilitate learning with these devices. To keep the conversation going around educational drone curriculum, reach out to Mark_Beckwith@caboces.org By: Mark Beckwith, CA BOCES Professional Development During the 2020-2021 school year, West Valley CSD received S.T.E.M. resources through the Eisenhower Math and Science State Grant Program. Ryan McGinnis, Curriculum and Professional Development Coordinator, provided a virtual training on how to use Piper kits, Root Robots, Spike Lego kits, and Microbits. School librarian Jody Thiel is a proponent of incorporating S.T.E.M. into library programming, and using Microbits and one module of five easy-to-use lesson plans (offered through BBC micro:bit), Thiel’s 5th grade students practiced computational thinking and strengthened literacy skills. Literacy has evolved over time and presently requires “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge” (Kirsch & Jungeblut, 1986, as cited in Dewitz, Graves, Graves, & Juel, 2020). In preparation for Thiel’s Microbits activity students learned what data is, how it may be classified, and identified how it might be used. For example, what personal data is important for a doctor or school to request versus GameStop ® or someone online. Students practiced literacy skills by writing algorithms, coding, and creating a computerized personal assistant who advises on weather appropriate outerwear. Resource: Dewitz, P., Graves, M. F., Graves, B. B., & Juel, C. (2020). Teaching reading in the 21st century: Motivating all learners (6th ed.). Hoboken, NJ: Pearson.  By: Cece Fuoco, CA BOCES Learning Resources
Pixar in a Box Meets Khan Academy We are storytellers. Notice that I used “we.” Some people prefer sharing stories through writing, others through video, and others through song. Regardless of the medium, we are all storytellers--every one of us. The question then becomes, “How do we go about telling our stories?” To find the answer, look no further than Pixar’s collaboration with Khan Academy, Pixar in a Box. While the curriculum contains 15 units, The Art of Storytelling is central to story creation and development and is bolstered with six modules to help anyone guide their storytelling much like Pixar has done for over three decades. The Art of StorytellingModel Schools Coordinator, Rob Miller, and I first explored The Art of Storytelling curriculum this past March at the South by Southwest EDU (SXSW EDU) conference with Elyse Klaidman, co-leader of the team at Pixar that created, developed, and promoted Pixar in a Box. In her two-hour, hands-on session, Elyse shared her recommendations for utilizing the curriculum on Khan Academy in the middle-high school classroom (disclaimer - I must have been so engrossed in learning that I excluded a piece of the puzzle and numbered incorrectly): 
English Language Arts Collaborative Learning CommunityAfter returning from SXSW EDU, Rob and I shared our learning with the Professional Development team at CA BOCES. Seeing our enthusiasm and a clear connection to the NYSED ELA learning standards, Sarah Wittmeyer and Brendan Keiser collaborated with us to include The Art of Storytelling in the next Middle School/High School English Language Arts Collaborative Learning Community (MS/HS ELA CLC).
Educators from Allegany-Limestone, Bolivar-Richburg, Cattaraugus-Little Valley, Friendship, Portville, Salamanca, Scio, West Valley, and Whitesville school districts followed a process similar to the one I experienced with Elyse by working through the Getting Started with Pixar in a Box: The Art of Storytelling document in conjunction with the available video lessons over the course of approximately two hours. However, The Art of Storytelling could be easily extended to one week, one month, or one marking period (or longer) if desired. This process could even be developed into a course to include not only storytelling, but also design, effects, simulation, animation, character modeling, and more.
Maybe you aren’t convinced that you are a storyteller; perhaps you feel like you don’t have what it takes to write, produce, or create something valuable. If that really is you, I think the Introduction to Storytelling with Pixar in a Box can help. If that isn’t you and you are interested learning more about Pixar, or if you are looking to expand your storytelling strategies, you can start there, too. By: Mark Beckwith, CA BOCES Professional Development In September 2018, school librarians attending the Collaborative Learning Community (CLC) were asked to set goals for the new school year. Some chose to look at their school’s student achievement goals while others focused on developing relationships with students and increasing collaboration with faculty. Meeting as a CLC throughout the year provided school librarians the opportunity to revisit goals and share success stories. Following are just a few highlights: Amber Cheladyn, high school librarian at Allegany-Limestone, focused on building relationships with students. What started out as one teacher bringing special education students to the library has developed into a domino effect. More teachers have visited the library with their students where Amber has guided them through the process of borrowing OverDrive’s audiobooks and ebooks. Students are thrilled with being able to listen to popular fiction as well as those required for the curriculum. Jody Thiel, PreK-12 librarian at West Valley Central School, focused on the long-term goal of increasing student achievement on the Regents and state assessment tests for ELA and Math. Increasing collaboration with teachers was her first step and has resulted in more projects this year. Jody has provided expertise to teachers on how to access CABOCES’ Insignia for borrowing items from CA BOCES and using the library’s online catalog for accessing databases and resources from the school’s library. Elizabeth Brisky is the PreK-12 librarian at Franklinville. This year her school has been staircasing major subject areas and the specific writing and reading strands for each grade level. Elizabeth has participated in grade level meetings and programmed library instruction that builds on students’ areas of weakness. When she learned that genre was a difficult concept for students, Elizabeth created an entire unit on center-based activities that used genres, categorization of books, and writing activities for increasing student success. In March, Dani Newman, PreK-12 librarian at Fillmore, recruited 30 students in grades 3-6 to participate in the IU9 Interscholastic Reading Competition in Bradford PA. When Dani shared her experience and her students’ excitement, other school librarians expressed an interest in recruiting their students to join in for next year’s event. Each team reads a total of forty pre-selected books and are responsible for knowing answers to questions asked during the competition. Librarians have received a list of titles for November’s competition which can also be used for summer reading. Carli Wright is the new librarian at Randolph High School this year. Her goal of fostering relationships with students and getting them into the library led to many creative endeavors. Inspired by Dani’s success with the reading competition, Carli has connected with the Randolph Public Library to make sure her newly formed middle school team has what they need to read over the summer. The Librarian’s CLC provides important networking for school librarians and has consistently seen high participation levels. Thank you, school administrators, for recognizing the unique professional development needs of school librarians! By: Cece Fuoco, CA BOCES Learning Resources
 It’s more than just sitting in a circle! School districts around the area have been looking for ways to help their staff build better relationships with their students and to hopefully come up with ways to reduce discipline issues. The West Valley school district led by their principal, Dan Amodeo and School Psychologist, Antonette Leonard, met earlier this year with Katie Mendell and Mark Carls about bringing Restorative Practices to West Valley. During the last staff development day before Spring break, Mark and Katie worked with the West Valley staff in the morning to give an overview of Restorative Practices and how it can possibly help the West Valley staff. Throughout the morning the teachers had plenty of open and honest conversations about what they already do in their classes and brainstormed some ideas on what they can possibly change at West Valley.
Many CA BOCES districts have been looking at Restorative Practices and have also attended many of the CA BOCES offered IIRP two-day trainings. The CA BOCES certified trained IIRP professionals offer dates in July and August for these two-day trainings, but they can also work with districts to offer full or part time trainings for any district. Participants in West Valley and other districts have been excited to see that Restorative Practice is ‘more than just circles’. Schools that adopt Restorative Practices give a common language to set expectations, build positive relationships and to help set up a ‘culture of caring’ for all students in a building.
By: Mark Carls, CA BOCES Professional Development  West Valley Central School District Family Resource Center New York State Education Law now requires schools to begin providing instruction in mental health, leaving many with questions. Districts in our region are interpreting the specifics of the law in different ways. Change can be scary, overwhelming and very stressful. It is also the perfect opportunity for growth. Together, our region will effectively navigate the new law, utilize accessible resources to support the process, assess current practice and create meaningful changes.
The concept of mental health as an integral part of health Unfortunately, the word mental health often has a negative connotation. There is a stigma attached to the word, causing a cloud around the topic itself. However, mental health, just like physical health is a part of each and every one of us. We teach students about physical health and promote physical wellness, therefore, we must teach students about mental health and promote mental wellness in an equal fashion. Above all else, when interpreting the new law, it is critical to note that it is not intended to be a deficit model. Instruction should not solely focus on mental illness or include learning objectives that teach students to diagnose or treat mental illness. Whole school, multi-tiered approach Students are impacted significantly, in a positive way, when there is a holistic approach. While the requirements speak to integration of mental health instruction into the health curriculum, schools are strongly encouraged to promote a whole school, whole child, multi-tiered approach to mental health. Collectively, the districts and respective schools within our region have strong practices in place that support the holistic approach to mental wellness. For example, schools are building capacity in restorative practices, promoting trauma sensitive schools and classrooms, organizing family resource/support centers, expanding community partnerships that offer education and supports to students, staff and families. Community Connections Community partnerships are essential to the development of a comprehensive, school-based mental wellness approach. The purpose of school-community partnerships vary, however, often allow outside professionals to educate students, staff and parents, provide imperative services that the school simply cannot and refer students to necessary resources or services in the community. Research has found the importance of community partnerships in relation to improving school outcomes for students and increasing family engagement at school. Resources for School Districts Cattaraugus-Allegany BOCES will be offering a professional development opportunity on December 10th to address many of the questions and differing perspectives. The offering is entitled “Mental Health Literacy Forum,” and will be held in Olean at the Main Center. Other educational resources include the following;
The largest ever Scholastic Challenge Competition was held on Saturday, February 3 at Portville Central School. This annual event hosted a record breaking 44 teams who competed in a Junior Division and Senior Division, for grades 6-12. Scholastic Challenge is a fast-paced contest that tests knowledge of academic trivia and current events. Teams of four students measure their ability to recall details from a wide variety of topics. Congratulations to all the teams and to the first and second place teams in each division. Thank you to 50+ volunteers that made the event possible.  Senior Division Champions - Fillmore Central coached by Bill Kelley & Mary Kay Kelley (pictured L-R: Josh Buck, coach, Rory Kelley, Michael McDonald, Evan Nugent)  Senior Division 2nd Place - West Valley Central coached by Bryan Hansen (pictured L-R: coach, Cody Keller, E.J Thiel, Nathan Dash, Sarah Sheffield)  Junior Division Champions - Scio Central coached by Mary Zdrojewski (pictured L-R: Jackson Broach, Will Broach, Max Morris, Jordan White, coach)  Junior Division 2nd Place - Hinsdale Central coached by Sara Centanni (pictured L-R: Matthew Beeman, Sara Beeman, coach, Christy Childs, Fransisca Childs) By: Jean Oliverio, CA BOCES Student Programming
 When students and teachers are browsing Jody Thiel's library in West Valley School, they can expect an interactive experience to learn about her students' favorite books. Visitors can point their phones or tablets at the book Pig Pug by Aaron Blabely and a student video will "pop up" to give viewers a summary of the book. You can virtually explore 20 different books in her library.
West Valley students in third grade created "Augmented Reality" book reviews of books they recently finished reading. The students created props in the Library Makerspace to use on their summaries. To prepare for the video recording, students read their books and wrote a review that included the book's authors, the setting, the storyline and their favorite parts of the book. Some students listed similar books that piqued the interest of others. Augmented reality is putting a computer-generated layer in a real-world environment. The layer is not seen by the user until they view it through the lens of an augmented reality viewer on a phone or camera. The students used the cover of the books as "targets" and placed a video of their summary on the cover. The videos were recorded on iPads. We then used an app called Aurasma (https://www.aurasma.com/) to put a new video layer on the books. When a patron or another student in the library has the Aurasma app, they can point their tablets or phones at the books to view the student created videos. By: Rob Miller, CA BOCES Professional Development Welcoming West Valley students into the school library this year is a new space designated for S.T.E.A.M. activities. Jody Thiel, SLMS, is offering students the opportunity to explore coding, collaboration, and creativity with $500 raised through Donors Choose. Mrs. Thiel purchased over ten interactive resources to engage student learning and encourage a growth mindset (See photo). A struggling middle school student recently demonstrated growth mindset as he was putting together circuits. When a bulb failed to light, he blamed it on dead batteries – several times. Mrs. Thiel did not offer correction on his design but simply told him the batteries were new and encouraged him to try again. The student figured it out and was so proud of himself! Taking risks in a safe environment allowed for experiencing success. For younger students, Mrs. Thiel purchased the FisherPrice Code-a-Pillar. This is a colorful robotic whose pre-coded segments are put together by the student. Once segments are connected the Code-a-Pillar crawls across the floor to find a predetermined target. Quick feedback allows for student correction. Additional segments can be purchased for increased challenges.
Elementary and middle school students enjoy the Code & Go Robot Mouse and no doubt high school students and adults will too. Similar to the design of a BeeBot, Robot Mouse can be programmed to find a block of 'cheese' within a maze. The maze offers a variety of design challenges to engage “steamers” of all ages. and provides small groups with collaborative opportunities to problem solve.
Displayed among the LittleBits, Magformers, and Snap Circuits was the Osmo. This product utilizes an iPad, stand, mirror, and apps to teach coding, letters, words, numbers, and drawings. I tried the drawing app which uses a mirror to project an image onto a piece of paper that can be traced. Lettering is also available to make attractive thank you notes or sayings. (See photo). The tools available to use with the Osmo clearly makes an interactive tool for students K-12. By: Cece Fuoco, CA BOCES Learning Resources What is blended learning? Are we truly blending learning in our region? Yes we are! Below are examples of Michael B. Horn - The Christensen Institute’s blended learning models that are taking place across our region, and quite successfully!
While blended learning began in simple applications to serve students in situations where there was no other alternative, it has grown exponentially over the past ten years in the Cattaraugus Allegany region, where our region is recognized as the leader in online learning in New York State BOCES regions!
Michael B Horn’s and Heather Staker’s book, Blended: Using Disruptive Innovation to Improve Schools, lays out the process in a useful level of detail making it a must read for educators that want to take full advantage of tech-enabled learning. Staker shared, "I feel deeply sad when I see how many children do not have equal opportunities to high-quality schools. It's wrong that in a rich country with universal public education, zip code determines quality." But she feels fortunate to be living through the learning revolution where internet connectivity and personalized learning is “decimating old constructs about who gets what and introducing a new paradigm of shared access to the best learning experiences, regardless of geography.” (Education Week article - http://blogs.edweek.org/edweek/on_innovation/2014/09/blended_a_conversation_with_michael _horn_heather_staker.html) What educational “trend” do you think is helping students? Is there a trend that is getting in the way of learning? Michael B. Horn adds, “Online learning, particularly in blended learning schools, gives students more and more ownership of their learning, this is a big deal as it can allow schools to individualize for each student’s unique learning needs.” (http://dailyedventures.com/index.php/2012/11/08/michael-horn/) How do these online learning opportunities benefit students? Danielle, from Allegany- Limestone, replied, “I wish that I could have studied this way from the beginning of the year. When I’m in a classroom with people, I get distracted, but using APEX is great. The program is really straightforward. It tells me exactly what I need to know. Some days I let it read to me and sometimes I read myself. I came from Pennsylvania and the work was harder and my Biology class was in a different place and the online class is helping me.” To learn more about successful blended learning models in schools, join CA BOCES in an Online/Digital Learning Showcase, where you can ask questions and view demos of 7 different online solutions for:
For more information about Digital Learning Day on Wednesday, April 19, 2017, from 8:00 a.m. - 1:30 p.m. at CABOCES Olean Center Conference Rooms, go to: http://dev.caboces.org/iss/calendar/2017-04. By: Betsy Hardy, CA BOCES Distance Learning The Scholastic Challenge Competition will be held on Saturday, February 4 at Portville Central School. This annual event, sponsored by Cattaraugus-Allegany BOCES (Student Programs CoSer #506) will host 36 teams who will compete in a Junior Division and Senior Division, for grades 6-12.
Scholastic Challenge is a fast paced contest that tests knowledge of academic trivia and current events. Teams of four students measure their ability to recall details from a wide variety of topics. Fourteen school districts will be participating in the double-elimination contest this year. This translates to about 200 students and coaches. Throughout the day, several thousand questions will be read aloud to these ambitious teams. Spectators are encouraged to watch the competitions. It’s exciting to see the students combine an impressive display of intelligence with camaraderie, graciousness and good sportsmanship. The final matches will be held on stage in the Portville auditorium around 1:15-2:15. The first and second place teams in each division will be presented with plaques to recognize their achievements, as well as an invitation to attend the 2017 National Academic Championship. This event requires about 40 volunteers to make the day run smoothly. CABOCES Student Programs is grateful to everyone who donates their time and experience to provide a fun and educational day for the students in our area. Scholastic Challenge could not happen without their help! Congratulations to all the teams participating this year. Thank you to all coaches for mentoring and encouraging your students. The following school districts will be attending on Saturday, February 4:
The Maker movement is on the rise in today’s schools. The movement, which is poised to transform learning throughan emphasis on creation and creativity, ties in closely with the STEAM initiatives many are looking to employ in their instructional practices. One such resource that can get a makerspace off the ground is LittleBits, easy-to-use electronic building blocks that snap together to help students in their creation of various inventions. LittleBits have made their way into Cattaraugus-Allegany schools and are beginning to take hold in makerspaces and classrooms alike. At a recent training, districts participating in the Eisenhower Consortium were given the opportunity to explore LittleBits and their application in the classroom and school-wide makerspaces. Teachers learning about the technology were given a series of challenges and asked to use the building blocks to create useful tools that could help provide a solution to the given problems. Take for instance, the case where the power goes out. What would one do? Reach for a flashlight of course, but what if there were no flashlight to be found? Could LittleBits help provide a solution? Teachers engaged with the blocks and snapped them together to make a useable flashlight. With toilet paper tubes, some tape, and a series of inter-locking electronic blocks, the problem came to be resolved.
Some would argue that a makerspace takes away from the content and curriculum that needs to be taught, but with LittleBits, the connection is often seamless. For those teaching about the solar system, and the movement of planets, imagine making a scale of the solar system using the components of LittleBits. Teachers at a recent team training collaborated to build a model of the movement of the moon around the earth, creating a replication of the phases of the moon. In tinkering with the inter-locking blocks and using easily accessible materials, the model took shape.  Bryan Hansen of West Valley explains the model his team created. Students thrive in environments that rekindle their desire to make meaningful contributions toward relevant issues, ideas, people and interests. LittleBits can open the doorway to inspiring that creativity and innovation we often seek in our students. Whether using LittleBits or other resources, makerspaces are here to stay, and considering how to incorporate such tools into the classroom can push students further, and inspire deep, meaningful learning experiences for all.
LittleBits are accessible through our Learning Resources department and can be checked out for use in the classroom today. Contact Lauren Stuff for more questions or support at lauren_stuff@caboces.org. The Scholastic Challenge Competition will be held this Saturday, February 6 at Portville Central School. This annual event, sponsored by Cattaraugus-Allegany BOCES, will host a total of 41 teams who will compete in a Junior Division and Senior Division, for grades 6-12.
Scholastic Challenge is a fast paced contest that tests knowledge of academic trivia. Teams of four students will measure their ability to recall details from a wide variety of topics. Fourteen school districts will be participating in the double-elimination contest this year. This translates to about 250 students and coaches. Throughout the day, several thousand questions will be read aloud to these ambitious teams. Spectators are encouraged to watch the competitions. It’s exciting to see the students combine an impressive display of intelligence with camaraderie, graciousness and good sportsmanship. The final matches will be held on stage in the Portville auditorium around 2:15-3:15 (these are approximate times). The first and second place teams in each division will be presented with plaques to recognize their achievements. This event requires about 40 volunteers to make the day run smoothly. CABOCES Student Programs is grateful to everyone who donates their time and experience to provide a fun and educational day for the students in our area. Scholastic Challenge could not happen without their help! The following school districts will be attending: Hinsdale Central-2 teams coached by Kate Jedrosko Cuba-Rushford - 4 teams coached by John Butler Ellicottville Central - 3 teams coached by Ann Chamberlain Fillmore Central – 2 teams coached by Deb Woltag & Bill Kelley Franklinville Central - 3 teams coached by Shannon Wood Friendship Central - 1 team coached by Wade Pearsall Genesee Valley - 4 teams coached by Rollie Duttweiler & Sara Donlon Olean High- 1 teams coached by Carolyn Shields Pioneer Central -4 teams coached by Sarah Wood Portville Central - 8 teams coached by Margaret Seib & Gene Rogers Randolph Central-1 team coached by Jennifer Bieniek Scio Central - 3 teams coached by Mary Zdrojewski Wellsville Central - 2 teams coached by Diane Willard West Valley Central - 3 teams coached by Ryan Keem  Online learning has had a twenty-one percent increase in enrollment numbers since 2014 alone. The distance learning team at CA BOCES has been busy traveling to many districts helping students with their online classes. The most popular courses this year are Computer Science, Psychology, Sociology, Veterinary Science, Criminology, Game Design, German, Creative Writing, Engineering Design, Introduction to Entrepreneurship, Law and Order, and Personal Finance. Although these are the most popular, students are also learning about astronomy, sports marketing, digital art, 3D Modeling and animation, world religions, mythology and folklore, social problems facing the world, and many other diverse and remarkable things.
Every year the online enrollment numbers seem to increase due to students’ curiosity shifting and job markets broadening the skills required for employment. Students say that online courses give them a chance to try out many things that aren’t offered in their districts. As juniors try to determine where their enthusiasm lies for future college degrees, they use online courses to test out content areas and to deepen their skills in areas they are already passionate about. By: Christina McGee, CA BOCES Learning Resources Saturday, February 7, 2015 @ Portville Central School The largest Scholastic Challenge Competition was held on Saturday, February 7 at Portville Central School. This annual event, sponsored by Cattaraugus-Allegany BOCES, hosted a record total of 49 teams who competed in a Junior Division and Senior Division, for grades 6-12. Scholastic Challenge is a fast-paced contest that tests knowledge of academic trivia. Teams of three students measure their ability to recall details from a wide variety of topics. Thirteen school districts participated in the double-elimination contest this year. This translates to more than 200 students and coaches. Throughout the day, several thousand questions were read aloud to these ambitious teams. All the teams represented their schools well, combining an impressive display of intelligence with camaraderie, graciousness and good sportsmanship that was admirable. Competitors and coaches represented the following school districts: Allegany-Limestone-1 team coached by Kathy Schaeper Hinsdale Central-4 teams coached by Kate Jedrosko Cuba-Rushford - 6 teams coached by John Butler Ellicottville Central - 4 teams coached by Ann Chamberlain Fillmore Central – 2 teams coached by Deb Woltag & Bill Kelley Friendship Central - 1 team coached by Wade Pearsall Genesee Valley - 6 teams coached by Rollie Duttweiler & Sara Donlon Olean High- 2 teams coached by Carolyn Shields Pioneer Central -5 teams coached by Sarah Wood & Jimmy Wood Portville Central - 9 teams coached by Margaret Seib & Gene Rogers Randolph Central- 1 team coached by Jennifer Bieniek Wellsville Central - 3 teams coached by Diane Willard & Hope Gilfert West Valley Central - 5 teams coached by Ryan Keem There were two impressive teams who were undefeated going into the Finals in the auditorium. Congratulations to the Fillmore Green Junior team and the Pioneer Starfleet Academy Senior team! The final matches were held on stage in the Portville auditorium. As usual, the finalists were challenged to answer questions on current events and local facts. The first and second place teams in each division were presented with plaques to recognize their achievements. All four of the Finalist teams have earned the honor of being invited to the 2015 National Academic Championship.
This event requires about 50 volunteers to make the day run smoothly. CABOCES Student Programs is grateful to everyone who donated their time and experience to provide a fun and educational day for the students in our area. Scholastic Challenge could not happen without their help!
Congratulations to all the teams and their proud coaches on a job well done. We look forward to seeing everyone back next year! By: Jean Oliverio, CA BOCES  Students and teachers (of COSER 501 member districts) can access hundreds of thousands of digital resources using CABOCES Digital Kids.
www.cabocesdigitalkids.org Users may login to CABOCES DIGITAL KIDS to search clips and images or pass through to: Brain Pop (Jr., ESL, Espanol),Discovery, Learn 360, Sylvan Dell eBooks, Teaching Books, Tumblebooks, Soundszabound, Gale Cengage, Regents Review 
Cattaraugus Allegany BOCES has been awarded a grant for $218,787 from the United States Department of Agriculture (USDA). The grant, called the Rural Utility Service (RUS) grant will be used by Cattaraugus Allegany BOCES and six area school districts to upgrade video conferencing equipment. The upgrades to video conferencing equipment will provide Allegany Limestone, Bolivar Richburg, Hinsdale, Randolph, Salamanca and West Valley with new high definition video conference capabilities that the schools will use to have students and teachers take part in distance learning opportunities.
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