The recent field trip to the Erie Canal was a resounding success for our attending fourth and seventh grade students! They were engaged, curious, and well-prepared to absorb both the historical and mechanical significance of the canal system. From the moment we arrived, it was clear that many students had been primed with background knowledge, which made the experience all the more enriching. The hands-on demonstrations and live explanations at the canal museum helped solidify their real-world understanding. Students asked thoughtful questions and made meaningful connections between what they experienced on the boat and the information learned during the presentations.

​To spark deeper engagement, I feigned ignorance several times to encourage students to correct my misconceptions—and they took great pleasure in doing so! I was especially impressed with Ms. Austin's 4th grade class. They demonstrated a strong grasp of Erie Canal facts and clearly understood how the lock system operated. Many of her students were caught enthusiastically singing and tapping their toes to Dave Ruch’s original Erie Canal song, which their teachers had evidently introduced prior to the trip. 

Overall, the field trip served as a powerful real-world learning experience, blending music, movement, and historical context in a way that truly resonated with students. It was a joy to witness their excitement and pride—not only in sharing what they knew, but also in beaming with pride as they learned something new.

Notable facts:

• The Erie Canal was built by area farmers, beginning in Rome, NY in the summer of 1817. It was completed in the fall of 1825 when the first boat traveled from Buffalo to New York City—a journey spanning an impressive 363 miles!
• ​The original canal featured 83 locks, which acted like staircases for boats navigating a total elevation change of 566 feet. Today, the canal has 35 numbered locks, with Locks 34 and 35 located in the town of Lockport.

By: Erikka Henretta, Coordinator for Arts and Extra-Curricular Events

We’re excited to announce the arrival of two innovative additions to our warehouse lineup—Tuff Bots and Can You Touch a Color. These products are designed to spark curiosity, encourage hands-on learning, and bring a fresh wave of engagement to classrooms, makerspaces, and learning environments. ​

CA BOCES area schools have been working to implement data-driven instruction through the use of heat map data.  

This initiative includes grades 3–8 Math and ELA, as well as Science data for grades 5 and 8, allowing schools find strengths and weaknesses and analyze individual data; to monitor student progress across key academic areas. The use of heat maps also supports regional improvement and alignment efforts by promoting consistent data analysis practices and shared instructional priorities across districts. 

Through this collaborative, data-informed approach, teachers and administrators can target instructional strategies more effectively, allocate resources where they are most needed, and drive continuous improvement in teaching and learning outcomes for all students. Several schools in the region have seen marked improvement by using this data to inform curriculum planning and have aligned to standards.

As we move toward NY Inspires/Portrait of a Graduate measures, conversations have been geared toward teaching skills but allowing students to use strategies and critical thinking to show their learning. Projects, presentations, discussion and even student-led instruction have increased engagement and look to be important assessment measures in the future.


By: Sarah Cartmill, Coordinator for Curriculum and Professional Development

Not quite sure about the full scope of your school librarian’s role? You’re not alone. As certified teachers with master’s degrees in library science, school librarians bring expertise and support that extend far beyond the library’s walls. To help you connect and collaborate, here are a few conversation starters you can use to learn more about how your librarian supports teaching and learning in your school. For those who are curious, I’ve also included my own responses to these questions.

Q: What library benchmark skills are students learning?
A: Benchmark skills are scaffolded across grades PreK–12, building on one another as students grow. In the library, these skills focus on helping students become confident, independent learners.

For 7th graders, this means moving beyond basics such as distinguishing fiction from nonfiction or understanding how information is organized in nonfiction books, and toward more advanced research skills like using both facts and opinions by identifying and verifying them and developing an argument or claim.  To learn more about Priority Skills, visit Section 4 at https://slsa-nys.libguides.com/ifc/brochure.

Q: What is the difference between a Google search and using a database?
A: Enter a subject into Google, and the first result you’ll see is AI-generated. While links are provided, verifying information requires multiple clicks. Many learners don’t read beyond the first page of results, let alone check the source, publication date, or reliability. Pop-up ads are also distracting and compete for attention. Google can be useful for quick facts but is not recommended for in-depth research. Google Scholar may be helpful in some cases, but its results are limited and do not support diverse learners as effectively as professional databases.
Databases like GALE’s Opposing Viewpoints (available free to all CA BOCES districts), provide curated collections of reliable sources which include articles, journals, news, and reference materials. Searches can easily be narrowed with Boolean operators. A major advantage of GALE databases is that each article comes with a ready-made citation and includes features such as audio narration, text translation, and personalized reading tools to support diverse learning needs.

Q: What is NoodleTools?
A: NoodleTools is an online research platform that helps students organize and manage their projects. It guides learners in creating accurate citations, taking notes and paraphrasing, and building outlines.
Teachers can easily set up a class (e.g., “3rd Period”) and invite students to submit assignments. For instance, a teacher might require students to submit five sources, some notecards, or an outline for a paper. Once submitted, teachers can provide direct feedback through the platform. By breaking research into manageable steps and promoting accountability, NoodleTools reduces plagiarism and helps students scaffold their research effectively.

Q: What is Sora?
A: Sora is a digital reading platform that gives students and educators access to ebooks and audiobooks from their school library anytime, anywhere. Users can download books with Wi-Fi and then read or listen offline, making it ideal for rural commutes! Sora works across multiple devices, syncing content automatically.

Features such as adjustable text size, dyslexia-friendly fonts, and built-in dictionaries support diverse reading needs, allowing students to explore books at their own pace. Titles are curated using sources like the Barnes & Noble, New York Times, and USA Today Best Sellers Lists, covering Juvenile, Young Adult, and Adult titles. The collection also includes more than 100 class sets commonly used in English classes.

Q: How do librarians choose what books are added to the library?
A: Just like a clothing closet needs regular updates to balance classics, trends, and practical pieces, a school library requires ongoing maintenance. Librarians consult professional trade journals to discover new authors and topics and use specialized software to analyze the collection. This analysis helps guide the removal of outdated materials and ensures a balanced, up-to-date collection.
Reports provide insights into the mix of fiction and nonfiction, as well as the distribution of titles across genres and categories. Student and faculty input also helps librarians address curricular needs and interests. And just like clothes that become worn or outdated, damaged or irrelevant books must be removed as well.

Q: Why are books discarded, and who decides?
A: There are five key areas school librarians consider when weeding books from the collection:

1. Misleading – Information that becomes outdated, especially in fast-changing fields like technology.
   
2. Obsolete – References to places or concepts no longer current (e.g., the U.S.S.R., athletes, celebrities, etc).
3. Stereotypes – Books containing racial, cultural, or sexual stereotyping.
   
4. Ugly – Books in poor physical condition: worn, frayed, chewed by pets, beyond repair, soiled, or moldy.
5. Superseded – Older editions replaced by newer ones (e.g., almanacs, classics) or duplicate copies from class sets.

Sometimes books become a trivial part of the collection, such as self-published titles with poor writing, or donations that don’t meet students’ reading needs. Additionally, as curriculum and learning standards evolve, some books may no longer be relevant. If content is still accurate and valuable, librarians may allow students to take these books home or donate them.
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School librarians are much more than the keeper of books. They are instructional partners, research guides, and promote student learning. From teaching benchmark skills to curating diverse collections and supporting literacy, they have the potential to reach every student. By collaborating with your librarian, you can help students develop the skills they need to thrive as readers, researchers, and critical thinkers. The next time you visit your library, ask a question, start a conversation, or explore a new resource. You may be surprised at just how much your librarian can support you and your students.

By: Cece Fuoco, School Library System Coordinator

Each spring, students across New York State in grades 3–8 and 9-12 sit for end-of-year assessments. While the tests themselves last only a few days/hours, the story they tell about student learning, instructional practices, and district priorities can shape an entire year of teaching and learning.

Standards as the Foundation, Instruction as the Bridge
New York State Learning Standards establish what students need to know and be able to do at each grade level. They serve as a clear guidepost for educators. Yet, how teachers bring those standards to life in classrooms is a matter of professional expertise, thoughtful planning, and creativity. Carefully aligned instructional resources and strategies—chosen and refined by teachers—are the bridge between standards and student outcomes.

When assessment results arrive, they reveal how effectively instruction and learning have been aligned to the standards. The data provides a unique lens: not only where students stand, but also how instructional choices have influenced success and growth.

​The Reflective Power of Data Review
Portville Superintendent Tom Simon reminds administrators and teachers during this summer’s CABOCES Data Review Series, hosted by Portville, that “What They Do Matters.” His message underscores the importance of reflection. End-of-year SED reports aren’t just numbers; they are tools for understanding and improving practice.

• Highlighting student strengths and struggles to celebrate growth and identify needs
• Looking back at instructional practices to determine which strategies supported success and where adjustments are needed
• Examining assessment item trends to notice patterns in student performance across standards
• Determining instructional priorities using tools such as CABOCES Heat Maps
• Evaluating released questions to better understand how standards are assessed and to build parallel questions and strategies to be utilized throughout the school year
• Collaborating with colleagues to share insights and build collective solutions
• Analyzing student work to connect test results with day-to-day classroom evidence
• Developing goals for the upcoming school year to ensure reflection leads to forward-looking action

Each of these steps builds a culture of continuous improvement, where assessment data is not the end point, but the beginning of deeper reflection and planning.

Data as a Compass for Instructional Priorities
The value of assessment data lies in how educators act on it. By identifying areas where students excel, teachers can replicate and expand effective strategies. By spotlighting areas of struggle, teachers can target interventions, adjust curriculum pacing, or refine instructional resources. Over time, these cycles of review and response strengthen a district’s instructional core.

Moving Forward Together
Ultimately, the significance of New York State assessments is about establishing clarity and direction. Standards tell us what matters; instruction brings it to life; and assessments help us see where the connection is strong and where it must grow.

As Superintendent Simon emphasizes, what teachers and leaders do with the data truly matters. When educators reflect, collaborate, and act with purpose, assessment results become a compass pointing toward improved student success.

By: Anne S. Mitchell, Coordinator for Curriculum and Professional Development

Matt’s message was clear: UDL isn’t just a framework--it’s a mindset shift. By embracing variability and designing with intention, educators can foster classrooms where every student has access to meaningful learning, regardless of ability, background, or learning style. 

 Throughout the session, participants explored the three core principles of UDL: 

• Multiple Means of Engagement – sparking interest and motivation for learning. 

• Multiple Means of Representation – presenting information in different ways. 

• Multiple Means of Action and Expression – allowing students to show what they know in diverse ways. 

 
​One of the highlights of the session was Matt’s demonstration of innovative tools that support inclusive design, including AI-powered platforms like MagicSchoolAI and Colleague AI. These tools offer educators practical ways to streamline planning, personalize instruction, and create accessible materials that meet a wide range of learner needs. Teachers left the session energized and equipped with practical strategies to implement right away—from flexible grouping and scaffolded supports to digital tools that promote choice and student voice. The session also sparked rich conversations about how UDL aligns with our region’s broader goals around student agency, accessibility, and inclusive design.  
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This professional learning experience laid the groundwork for our upcoming regional book study featuring The Shift to Student-Led: Reimagining Classroom Workflows with UDL and Blended Learning by Katie Novak and Caitlin Tucker, renowned leaders in UDL and inclusive education. Over two sessions, educators will dive into what it means to truly empower students to take ownership of their learning. We’re thrilled to announce that Katie herself will join us via Zoom on Day 2 for a live Q&A and discussion.  

Whether you're just beginning your UDL journey or looking to deepen your practice, this book study is a perfect next step. Together, we’ll explore how intentional design can unlock student potential and transform classrooms into spaces of authentic engagement, equity, and leadership. 

 📚 Interested in joining the book study? 
Reach out to your district coordinator or register through the CABOCES Registration website. Let’s keep the momentum going and continue designing learning that works for all students! 
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​By: Kelsey Eberhard and Bonnie Wagner, Coordinators for Exceptional Education Professional Development and Support