It doesn't get any better than this: ELA teachers from around the region gathered in the gorgeous setting of SBU's Friedsam Library, surrounded by contemporary and rare book collections and modern technology and furnishings, all adding to an exciting and engaging day of learning.
 
The teachers had expressed interest in continuing the conversation about AI from the previous ELA CLC and some time to collaborate with their district teams. They also brought research topics and favorite novels to help plan summer 2025's Reading Café.

The conversation about AI centered around writing as an essential form of critical thinking and problem solving and some ethical concerns regarding using Large Language Models (LLMs) such as ChatGPT, GPT 4, and Bard. We also discussed AI as an educator tool for generating ideas, creating lessons, differentiating instruction, and being more efficient (MagicSchool). If there’s one thing teachers need, it’s more time. Ann Tenglund also shared the importance of preserving professors' and teachers' academic freedom and autonomy. Lastly, we discussed the significance of examining and evaluating AI-generated information as it may contain irrelevant or inaccurate information. While the group had varying opinions about the use of AI, we did come to one common understanding: there’s an explosion of AI resources out there, and because kids and learning are our business, we should know as much as possible so that we can guide their use in a healthy, informed, and ethical way.
 
Ann facilitated a fantastic overview of the digital and text resources available for research at Friedsam; teachers quickly noticed that many resources are also available to them and their students from CABOCES Learning Resources.
 
Ann was able to organize a surprise for the teachers as well. Archives, Special Collections, and Reference Librarian Rachael Schultz led a Rare Books Collection tour. The National Endowment for the Humanities has described the rare book collection as "a unique national asset of great value to American humanistic scholarship." The library holds the most essential collection of Franciscana in North America, more than 9,000 rare books and manuscripts dating from the 12th century up to and including the seminal journals of renowned monastic Thomas Merton, who taught English at St. Bonaventure in the early 1940s. It also holds collections from various provincial and college libraries entrusted to St. Bonaventure when those institutions closed. The collection was impressive to experience.
 
Our day finished with teachers sharing some of their favorite novels to teach: some classic and some contemporary.
 
We’re looking forward to our next CLC on March 27, 2025, when we’ll continue working with the NYS NG ELA research standards and the research projects the teachers are interested in. Cece Fuoco, PhD, CABOCES School Library Systems Director - Sr. Staff Specialist, will join us in sharing NoodleTools and other digital resources to support student research.

By: Anne Mitchell and Jenna Tost, Coordinators for Curriculum and Professional Development

Hinsdale Central School hosted a Parents Night this past month to allow 8th and 9th grade students and their families to learn and investigate some of the possible options available for electives as they maneuver through their high school experiences.

Guidance Counselor, Laura Ramos organized the event and CABOCES was fortunate enough to be asked to join in the fun! Laura included JCC, CABOCES CTE and CABOCES Distance Learning representatives to share and talk individually with students and families.

​It was a night full of information and opportunities that students can take advantage of as they plan their academic schedules for this Spring as well as in the coming years. It was great to be a part of this Parent Night to meet new faces and share all that is available for the students.

Hinsdale Bobcats are making sure that their students will be offered all the opportunities. And a special thank you to all of those that battled the snow storm and the challenging roads to be a part of this great event!

By: Lisa Scott, Teacher for Distance Learning

​On February 14, 2025, Instructional coaches from across the region came together for an interactive Collaborative Learning Community (CLC) Workshop focused on strengthening coaching practices, fostering collaboration, and deepening instructional impact. Designed to support the evolving role of instructional coaches, this workshop provided a space for shared learning, reflection, and actionable strategies to enhance teacher growth and student achievement.

Building Connections Through Collaboration: The workshop included impactful collaboration time, allowing coaches to engage in meaningful discussions, share experiences, and problem-solve together. Coaches worked in small groups to analyze real-world coaching scenarios and discuss effective strategies.

Exploring Passion Profiles and Personal Coaching Styles: Instructional Coaches had the opportunity to engage in Passion Profile Discussions, where coaches identified their strengths, values, and motivations in their coaching roles. This activity encouraged self-reflection and helped participants align their coaching approach with their personal and professional passions.

Diving Deep into Research-Based Practices: The Article Deep Dives session allowed participants to explore recent research and best practices in instructional coaching.

​Shared Learning and Actionable Takeaways: One of the workshop’s most impactful moments was the Shared Learning session, where coaches presented successful coaching strategies from their schools. The workshop concluded the day with action planning, where participants created their next steps in the CLC, and in their school district as well as future planning ideas for the next Instructional Coach CLC.

By: Kelli Forster, Coordinator for Community Schools Resources

Popcorn, that’s what!

The Environmental Education program at CA BOCES partnered with SNAP Education to provide an exciting opportunity to our members. Students were treated to a combined life science and holiday nutrition lesson. During this lesson, students learned about the parts and needs of a seed, the needs of a plant, as well as the importance of grains, and traditional holiday foods from around the world that are made with grains.

At the end of the lesson, students got the chance to see science in action as they watched popcorn pop in an air-popper, breaking its seed coat and becoming the munchy snack we all know and love. The popcorn was then given a cinnamon sugar flavoring, and students got the chance to try the classic holiday treat. We look forward to our continued partnership with SNAP-Ed and are currently looking forward to planning future paired lessons for the spring.  

By: Matt Bucholz, Environmental Education and STEM Coach

eSports programs offer a multitude of benefits that can enhance students' academic, social, and personal development. On Thursday, January 23rd, over 55 students from eSports teams representing Andover, Boliver-Richburg, Cattaraugus Little-Valley, Cuba-Rushford, and Randolph school districts attended the first of two regional tournaments focused on “leveling up” student gaming experiences.

Students spent the morning in the JCC Jayhawks eSports arena rotating through practice rounds to prepare for tournament gameplay in the afternoon. They were able to meet and play against students from other districts while collaborating and sharing resources, equipment, and game access. Students rotated through rounds of Rocket League, Super Smash Brothers, Mario Kart, and classic Nintendo games, strategizing with their own teams while getting to know students with similar interests IRL (in real life).

Students participated in a lunch-and-learn event discussing video game character development and worked on designing their own character avatar. Students were led through an example of how a character is developed and then were tasked with creating a character outline including identity, location, and abilities. Connections were drawn to students’ ELA classes, demonstrating to them how creative writing prompts can be used to create a character’s backstory and how archetypes found throughout classical literature and mythology are applied to game characters to help create environments and drive gameplay narratives and objectives.
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The afternoon was spent back in the eSports arena in bracketed competitions for the following games:

• Rocket League: A vehicular soccer video game where teams of three attempt to outscore one another using modified vehicles in place of human soccer players.
• Super Smash Brothers: A crossover fighting game in which players control one of the various characters from the Nintendo universe and use attacks to weaken their opponents and knock them out of an arena.
• Mario Kart: A racing game series based on the Mario franchise where players compete in go-kart races while using various power-up items to secure a 1st place finish.

Tournament Winners Included:
Rocket League – 3v3 Team Tournament Play

• 1st - Randolph
• 2nd - Cuba Rushford

 
Super Smash Bros – Individual Player Tournament Play

• 1st - Camden Peters - Randolph
• 2nd - Izik Bowen - Bolivar-Richburg
• 3rd - Gabe Frame - Randolph

 
Mario Kart – Team Tournament Play

• 1st - Bolivar-Richburg
• 2nd - Randolph
• 3rd - Cuba-Rushford
• 4th - Andover

Overall, video games offer so much more than just entertainment for our students; they can serve as powerful tools for teaching valuable skills that extend far beyond the screen. eSports teams often provide a social aspect to gameplay that students may not otherwise have in their extracurricular lives. Present day gaming occurs across dynamic platforms with games that can teach students an array of valuable skills including:

Teamwork and Collaboration
eSports teams require students to work together to achieve common goals, mirroring the dynamics of traditional sports. Players must communicate effectively, strategize collectively, and support one another to succeed. These experiences foster teamwork and collaboration skills that are crucial in both academic and professional settings.

Strategic Thinking and Problem Solving
Many video games, especially those in competitive eSports, demand high levels of strategic thinking and problem-solving. Students learn to analyze complex situations, make quick decisions, and adapt to changing circumstances. These cognitive skills are transferable to real-life scenarios, from academic challenges to career tasks.

Leadership and Responsibility
Being part of an eSports team can help students develop leadership qualities. Team captains and other leading roles learn to motivate peers, organize practice sessions, and make critical decisions. This responsibility nurtures leadership skills and a sense of accountability.

Time Management and Discipline
The key to eSports over individualized gaming is balance. Balancing schoolwork and personal wellness with gaming requires effective time management and discipline. Students involved in eSports must learn to prioritize tasks, set schedules, and meet deadlines. These habits can lead to better academic performance and a more organized lifestyle as they realize their time away from the screen is just as important as their time on it.

Technological Literacy
In a world increasingly driven by technology, being comfortable with digital platforms is a student’s most important asset. Video games expose students to various technological tools and systems, enhancing their overall technological literacy. This familiarity can open doors to careers in IT, game design, coding and development, and other tech-related fields.

Creativity and Innovation
Many video games encourage creative thinking and innovation. Games that involve building, designing, or storytelling allow students to express their creativity and think outside the box while open ended narrative allowed for unstructured play and expression at any age level. Thanking creativity requires training one’s brain and video game play can lead to the development of innovative ideas and solutions.

Stress Relief and Mental Health
Playing video games can be a great way for students to unwind and relieve stress. When balanced with other activities, gaming can contribute to better mental health by providing a fun and engaging outlet for relaxation. The multi-level access point of digital gaming allows students to interact over platforms

Cultural Awareness and Diversity
eSports teams and online gaming communities bring together players from diverse backgrounds and cultures. Interacting with peers from across the county to around the world helps students develop cultural awareness and sensitivity, fostering a more inclusive and empathetic worldview. Video game stories and characters are being develop from increasingly diverse source materials providing students with exposure to different cultures and histories they may otherwise have never encountered, making them more cognizant of the experiences of others.
 
As education continues to evolve, embracing modern tools that are referential to students’ lives is essential for providing unique learning opportunities that prepare them for the challenges and opportunities of their future. Events like this tournament create engaging outlets for high spirited competition and fun and we are grateful to JCC and their eSports team for allowing us to use their top-tier spaces and impressive equipment to enhance our students’ experience.

By: Sean Conklin, Coordinator for Arts Integration and Extra Curricular Events

Of the eight Science Practices in the NYS Science Learning Standards, “Developing Models” is probably the most compatible with any grade level. A model is a representation of an idea or phenomenon that otherwise may be difficult to understand, depict, or directly observe. Models are used in science for describing, explaining, and predicting natural phenomena and communicating scientific ideas to others. Models can include drawings, diagrams, simulations, replicas, analogies, equations, and graphs. 

In addition to students using models as scientists do, models can be used by teachers to identify preconceptions at the beginning of a lesson series or unit, evaluate how much students are gaining from their investigations or research amid a series of lessons, and assessing the proficiency at which a student understands a scientific concept  at the end of a unit. Models can be used in any lesson series, and should be revisited and revised as students gain new information. ​

Because models do not have to include words, they allow entrypoints for all students to portray their ideas about how something works. Students that don’t yet know how to read or write, or English Language Learners that cannot yet speak English, can still develop a model of their thoughts to portray their understanding or concepts. 

Recently at our Middle School Collaborative Learning Community workshop, Kailyn Tanski, an 8th grade science teacher at Randolph Central School District, shared strategies that she uses with her students that involve developing models. Some of her ideas included developing diagrams of the Sun-Earth-moon system to describe why we see patterns in the sky; developing diagrams of the impact of height on potential energy; personifying scientific concepts into children's stories; gallery walks for all students to view, question, and comment on other classmates’ models (and then go back to revise theirs); silent whiteboards, where a group of students must create a diagram of their collective thinking... without speaking! In addition, Kailyn often offers choice of how students want to depict their understanding in RAFT activities or Think-Tac-Tos. 

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As an analogy for how models work in science, Kailyn used sets of dice and a hypothetical scenario about polar bears and fish. Given a few simple clues we (as the “students”) had to try to draw our thoughts about the way the dice numbers related to the number of polar bears and fish. Once each group had some ideas, Kailyn would reveal more clues. These clues might either confirm our original thoughts or totally inspire us in another direction. Again, Kailyn offered some more information that helped us further refine (or edit) our ideas. 

 This fun and interactive lesson could be used at any grade level and would help students understand that we are not expecting the right answer from them – not at first anyway – especially if they don’t have all of the information they need to draw an accurate conclusion. This is the way real science is done by professional scientists – and by all of us every day.  
For example, when I wake up in the morning, I want to know how I should dress to head out to my car. Lately, I’ve shivered a little as I leave my warm bed and I look outside. I note that some of the tree branches have a couple inches of snow piled on them. My first conclusion is I will likely need long sleeves and pants today. With no further information, I may be really disappointed if I leave my house without a thick winter coat, and tall boots. I’ve learned to check the back deck, too. Are there still footprints from my dogs going outside last night? Yes – then no boots needed, since I shoveled before bed. No – then it must have snowed more since I shoveled, probably need boots. Sometimes, that’s all I have time to assess, so I run out with a winter coat and booties. And sometimes I’m still frustrated because I gain information too late – such as when my foot sinks into the 6+ inches of snow, and climbs in overtop of my ankle boots (should have gotten the big ones out!). I’m sad I didn’t think to check the temperature, because even my heated steering wheel won’t make up for the frozen stiff fingers I now have due to not grabbing gloves. 

We can all relate to this – and to take it further – scientists go through this process regularly in their careers. Good scientists continue to gather more information, and don’t stop at the second glance out the window. Each time they get more information, they revisit their original ideas, making adjustments based on the new information.  

In the way we are now teaching science, students are introduced to a phenomenon and can be asked to draw out a model of what they think is happening, what is causing the phenomenon they are observing, or how something works... After they investigate a related concept – whether through experiment, research, use of a simulation, or real-time observation – they revisit their initial model to make any changes, additions, or subtractions to their first thoughts. This cycle continues through the lesson series, until, ideally, all students arrive at a similar conclusion. Even so, the conclusion isn’t the goal, the process of making sense is. 
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A simple way to incorporate models into a lesson series is illustrated below. ​

A while ago, I had a PE teacher contact me and ask if we had drunk goggles. Of course, at first, I thought he was pulling my leg, but he was most definitely not. After a bit of research, I found out that drunk goggles are a real thing. Also known as "impairment goggles," they are specialized devices designed to simulate the effects of alcohol or drug intoxication on vision, coordination, and balance. These goggles are often used in either Health or PE classes to raise awareness about the dangers of impaired driving and substance abuse. By mimicking the disorienting effects of intoxication, drunk goggles provide students with a simulated firsthand experience of how alcohol and drugs can impair critical motor and cognitive functions.
How Do Drunk Goggles Work? Drunk goggles use specially designed lenses that distort vision in ways that replicate the effects of being under the influence. Depending on the model, the goggles can simulate varying blood alcohol concentration (BAC) levels, ranging from mild impairment to severe intoxication. Common visual distortions include:

• Blurriness: Mimics the inability to focus clearly.
• Double vision: Creates overlapping images, making it difficult to gauge distances.
• Reduced peripheral vision: Limits the ability to see objects outside a narrow field of view.
• Altered depth perception: Makes it challenging to judge distances or navigate obstacles.

These effects are often accompanied by tasks like walking a straight line, catching a ball, or operating a simulated vehicle. The results are typically eye-opening, as students struggle to perform even simple actions.
The Learning Resources center has a couple sets of these drunk goggles on the shelves. Called the Fatal Vision Alcohol Program kit, each kit has 5 goggles with varying degrees of estimated Blood Alcohol Concentration (BAC) levels. There is also as set for Tunnel Vision.
This experience will help students realize how susceptible they are to the potentially dangerous consequences of alcohol impairment when driving and even while walking. Check them out!

By: Alexandra Freer, Coordinator for Digital Resources and Technology