CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
 This month the HS Social Studies teachers Jackie James, Dave McCann, and Andrew Kruszka at Ellicottville Central School met to receive training on the New York State Seal of Civic Readiness offered by NYS. They spent their time building a clear understanding of the Seal's purpose, requirements, and implementation process. Throughout the day, they explored the goals of the Seal, emphasizing the development of informed, engaged, and responsible citizens through meaningful civic learning experiences.
Together they examined the New York State criteria for earning the Seal, including the required points-based framework, civic knowledge, participation in civic action, and the documentation needed to demonstrate student achievement. Time was dedicated to reviewing the approved pathways, assessment opportunities, and examples of student evidence that align with the Seal's expectations. The teachers also analyzed how existing curriculum, instructional practices, and extracurricular activities could support students in meeting the Seal's requirements. Collaborative professional development time allowed them to identify opportunities to embed civic readiness into classroom instruction across multiple disciplines. Time was spent working together to develop common expectations, identify authentic civic engagement experiences, and create strategies for tracking student progress during their time in school. Discussions also focused on ensuring equitable access so that all students have meaningful opportunities to participate in civic learning and demonstrate competency. As a result of the training opportunity, they developed a shared understanding of the Seal of Civic Readiness and began to build an implementation plan that includes integrating civic readiness experiences into existing courses, documenting student artifacts, and providing ongoing guidance to students pursuing the Seal. These Ellicottville teachers will continue to collaborate to monitor the application process and the implementation, and to refine things as needed. This approach will help ensure that students are prepared to meet the Seal's expectations while strengthening their civic knowledge, skills, and dispositions as active participants in their communities and in a democratic society. By: Rob Griffith, Senior Coordinator for Curriculum & Professional Development  Regional teachers came together for 3 days of training July 13-15 at JCC in Olean to hear from renowned learning and literacy guru, Dr. Pam Kastner. Her expertise on the Science of Learning and stages for students, practical strategies to support Reading, Spelling and Writing, and her effective routines for best practice were very well received.
Approximately 50 educators and administrators from the CA region collaborated on the importance of common language, high-impact classroom routines and specific literacy supports to foster student growth. Some of the key takeaways from participants were her ability to help integrate skills into one cohesive block (not silos for subject areas), how to help students go from acquisition phase to transfer of skills, and how to be intentional in giving time for student practice with corrective, immediate teacher feedback. Dr. Kastner is the former state lead for Literacy in Pennsylvania at PaTTAN, the current President of the Reading League PA, and educational consultant all over the world. We look forward to continuing the work in the region that Dr. Kastner has done with us for the last 5 years and hope to have her back for follow-up sessions soon. Stay tuned for more information. By: Sarah Cartmill, Coordinator for Curriculum & Professional Development  Teachers from Fillmore explore resources from Media Resources. Educators are constantly searching for high-quality instructional tools that engage students, support curriculum goals, and make learning more meaningful. During Fillmore’s Summer Tech Day, I led a CABOCES Media Resources workshop, participants explored the extensive collection of digital resources available through CABOCES and discovered practical ways to bring these tools into everyday instruction.
The session provided an interactive overview of the many instructional platforms available to teachers across grade levels and subject areas. Rather than simply demonstrating websites, the workshop focused on how each resource can be used intentionally to increase student engagement, personalize learning, assist classroom instruction, and support the Portrait of a Graduate attributes. Participants explored a wide range of digital resources, including:
Throughout the workshop, educators had the opportunity to navigate each platform, examine classroom-ready lessons, and discuss strategies for integrating these resources into existing curriculum. Time was also dedicated to sharing best practices, discovering hidden features, and identifying tools that best support diverse learners. One of the key takeaways was that CABOCES Media Resources offers far more than a collection of subscriptions. Together, these platforms create a comprehensive digital ecosystem that supports inquiry, creativity, collaboration, and personalized learning. Whether teachers were looking for intervention materials, enrichment opportunities, formative assessments, multimedia content, or student-centered activities, participants left with practical ideas they could implement immediately. The workshop also highlighted how these resources align with the skills today's students need to develop, including critical thinking, communication, creativity, and digital literacy. By leveraging the tools already available through CABOCES, educators can create engaging learning experiences while maximizing the value of resources their districts have already invested in. As classrooms continue to evolve, CABOCES Media Resources remains committed to equipping educators with high-quality instructional materials that inspire curiosity, foster achievement, and support student success. The enthusiasm throughout the session demonstrated that when teachers have access to powerful resources and the training to use them effectively, the possibilities for learning are virtually limitless. By: Alexandra Freer, Senior Coordinator for Media Resources  What if more of our instructional decisions were informed by how the brain actually learns? In Brain Rules, developmental molecular biologist Dr. John Medina explores that question by connecting research from neuroscience to practical strategies for schools, workplaces, and everyday life.
Rather than offering a one-size-fits-all formula, Medina presents twelve "brain rules" that explore topics such as exercise, memory, sleep, stress, vision, music, sensory experiences, and exploration. Throughout the book, he explains the science behind each concept and challenges readers to consider how small changes in daily practice can have a meaningful impact on learning and performance. One of the book's central ideas is that learning is influenced by far more than curriculum alone. Factors such as classroom environment, student readiness, movement, emotional safety, and opportunities for choice all play important roles in helping students engage with new learning. Medina encourages educators to focus on just two or three areas at a time, experimenting with new practices over several weeks rather than attempting to change everything at once. Perhaps the most compelling question Medina poses is: How do we create schools where students are breaking down the doors to get in instead of rushing to get out? While there is no single answer, Brain Rules offers research-informed ideas that can help educators create learning environments where curiosity, engagement, and achievement have the opportunity to flourish. By: Tessa Levitt, Senior Coordinator for Curriculum & Professional Development  Educators give everything to their students, their schools, and their communities, often at the expense of their own wellbeing. On May 27, 2026, CABOCES Community Schools hosted Revitalize and Reconnect, a self-care workshop for educators built around one core belief: you cannot pour from an empty cup. The session offered seven strategies for building personal wellness, combating burnout, and reconnecting with the purpose that brought educators to this work in the first place.
The workshop opened with gratitude, a simple but powerful practice of pausing to notice what is good, who has made a difference, and what we are looking forward to. From there participants explored the difference between school culture and climate and what it means to understand the lens through which we see our work and ourselves. A significant portion of the session was devoted to introspection, asking the kinds of questions that burnout tends to silence. What are my biggest stressors? What triggers my most difficult emotions? Do I have a consistent method for identifying and responding to how I feel? The workshop also addressed shame directly, encouraging participants to set it aside and focus on their own truth rather than looking outside themselves for healing they already have the tools to access. Other strategies included learning to reprogram the nervous system by connecting to higher emotional frequencies like peace and joy, building genuine systems of personal accountability rooted in honest self-awareness, and taking time to deeply know yourself, your values, your story, your purpose, and sharing that authentically with the people you lead. The workshop closed with two final invitations: trust your leadership voice even while you are still learning, and commit gracefully and unapologetically to a path of continuous self-discovery based on what you, and only you, know about yourself. Taking care of your mind is just as important as caring for your body. For the educators of Cattaraugus and Allegany Counties, this workshop was a reminder that their wellbeing matters, not just for themselves but for every student who walks through their door. By: Kelli Cullen, Coordinator for Community Schools Resources  Early identification of reading challenges is one of the most effective ways to support student success. As New York State continues to emphasize evidence-based literacy instruction and the Science of Reading, Pioneer Central School District has implemented a new digital system for collecting and organizing LETRS literacy screening data.
Traditionally recorded on paper, LETRS survey results provide valuable information about students' letter-sound knowledge, word recognition skills, and specific areas of reading difficulty. The new Excel-based system allows teachers to enter results digitally, submit data with the click of a button, and automatically generate student profiles that include assessment scores, missed letter sounds and words, and teacher observations. The system also ensures that critical literacy information follows students from one grade level to the next, allowing teachers to build upon previous interventions and better target instruction. By improving access to diagnostic data and reducing paperwork, Pioneer is strengthening its ability to provide timely support for students developing foundational reading skills. This innovative approach demonstrates how technology can support educators while advancing the district's commitment to literacy, equity, and student achievement. By: Michael Kumrow, Coordinator for Curriculum and Professional Development  Recently, Cattaraugus County music teachers gathered for professional learning and I was invited to share how music standards align with the six elements of the New York State Portrait of a Graduate. At the end of this article is a link to my presentation, but for those who would like a brief overview, here it is:
Element 1 – Academically Prepared: Successfully playing or singing through a piece during practice and performing in front of an audience builds confidence and helps students manage anxiety. Continuing to play or sing despite mistakes strengthens resilience and learning how to receive feedback for continued improvement helps students focus on what they are personally responsible for, which contributes to stronger mental well-being. Element 2 – Creativity and Innovation: Music is inherently creative. Early learners can use body percussion to create rhythms through claps, stomps, or hand taps. Teachers can provide opportunities for students to explore creativity through a variety of instruments, technology, and nontraditional sound sources. A capstone project might include full song production (recording, editing, mixing, and basic mastering), film scoring, songwriting, or digital portfolios. Element 3 – Critical Thinking: In music, students analyze patterns, structure, and meaning, whether through decoding rhythm, interpreting lyrics, or composing. Ensemble work requires real-time problem-solving, such as adjusting tempo, tuning, and balance. This type of thinking is reflected in Stripling’s Model of Inquiry where investigation, analysis, reflection, and evaluation are essential components of the research process. Element 4 – Communication: Music is a language that communicates emotion, narrative, and cultural meaning through performance and composition. In collaboration with the school librarian and content-area teachers, students can analyze how authors and musicians tell stories, create playlists that represent characters or plot development, and explore cultural traditions through literature and music. Collaboration with social studies teachers can also highlight how music was used to communicate during key historical eras such as the Renaissance, Civil War, and Civil Rights Movement. Students also develop nonverbal communication skills by following a conductor or choral director. Element 5 – Global and Cultural Awareness: Music exposes students to traditions from around the world. Studying diverse genres and musical styles helps build understanding and appreciation. Exploring a variety of instruments (such as the sitar, bagpipe, and ukulele) and vocal traditions (such as zaghrouta) supports the development of global and cultural awareness. Element 6 – Reflective and Future-Focused: Band, orchestra, and chorus are built on collaboration. Students learn to listen, adapt, and contribute to a shared goal as part of an ensemble. Developing musical skills requires discipline, goal-setting, perseverance, and the ability to apply feedback for continuous improvement. These habits extend beyond the music classroom. Whether pursuing a skilled trade, higher education, a career, or personal goals, students carry the ability to collaborate, solve problems, remain committed to long-term objectives, and continue learning throughout their lives. Additionally, music performances, community concerts, and collaborative arts events connect students to their communities and demonstrate how music can contribute to civic life. These experiences foster engagement, build a sense of belonging, and can inspire students to pursue music-related careers. The session ended with four resources that ALL districts have access to through our Learning Resources page at resources.caboces.org: Fine Arts database via GALE (Articles on art history, music, drama, filmmaking, and related fields), Soundzabound (wide variety of royalty free music, audio themes, and sound effects for grades K-12 and universities), Clickview (13,000+ curated standards-aligned K-12 videos across all subjects, including some on music theory), and BOCES Collaborative Music Library which offers members access to a wide variety of music charts to borrow and participation in purchasing music for the collection. Not a member? Ask [email protected] how to become one! Feedback from the session was overwhelmingly positive. Teachers appreciated the practical framing, the relevance to their daily instruction, and the recognition of music as a core contributor to district-wide graduate expectations. Ultimately, the session affirmed a shared vision: music education is not separate from the Portrait of a Graduate, it is a vital pathway through it. To access the full presentation, click here: More Than a Performance By: Cece Fuoco, Senior Coordinator for School Library Services Collaborative Learning Community Continues to Strengthen Regional Support for Special Educators5/31/2026
 What began as a relaunch of a regional support network quickly evolved into a powerful and sustained professional community for Special Educators across the CA BOCES region. During the 2025–2026 school year, more than 20 Special Educators representing the 22 component districts participated in the Special Educators’ Collaborative Learning Community (CLC), creating meaningful partnerships centered on improving outcomes for students with learning challenges. Designed to reduce isolation and foster authentic collaboration, the CLC provided educators with dedicated time and space to connect around the complex and ever-changing work of special education. Throughout three sessions held in October, December, and May, participants engaged in professional learning experiences focused on technology integration, IEP development, transition planning, classroom problem-solving, educator well-being, and instructional strategies that support diverse learners. What made the CLC especially impactful was its balance of practical resources, collaborative discussion, and educator voice. Teachers did not simply attend presentations; they actively shared experiences, showcased classroom practices, and problem-solved alongside colleagues facing similar challenges across the region.  Participants explored:
One of the most valued components of the CLC was the opportunity for educators to learn directly from one another. Teachers shared resources, instructional systems, student supports, and real examples from practice that participants could immediately bring back to their districts and classrooms. These conversations helped strengthen regional consistency, spark new ideas, and reinforce the importance of collaboration in special education. The photo on the left captures a participant leading a SPED Talk, focused on using Classroom Screen to enhance student support and classroom routines. Beyond the formal sessions, the CLC fostered lasting professional connections through continued communication, resource sharing, and ongoing collaboration between districts. Educators left with not only practical tools and strategies, but also a stronger sense of support and belonging within the regional special education community. Planning is already underway for the 2026–2027 Special Educators’ Collaborative Learning Community, with goals to expand participation, continue teacher-led learning opportunities, and deepen cross-district collaboration throughout the region. The message remains clear: when educators come together to share expertise, problem-solve collaboratively, and support one another, students benefit most. By: Kelsey Judware, Coordinator for Exceptional Education Professional Development and Support  In Mrs. Auge’s 2nd-grade classroom, at Ellicottville Elementary, students are doing more than just using technology—they are redefining their learning experience. By utilizing iPads and the Quiver app, students are exploring the world of Augmented Reality (AR) to bring their lessons to life. This initiative moves beyond simple substitution in the classroom. According to the SAMR model, this experience falls into the Redefinition range, where technology allows for the creation of new tasks that were previously inconceivable. Students begin by coloring 2D triggers, which are then transformed into interactive 3D animations. Whether they are exploring biology by watching a cell come to life, understanding physics through moving structures, or enhancing their storytelling, the students are deeply engaged. By merging traditional hands-on work with cutting-edge digital tools, these 2nd graders are developing a strong sense of digital ownership and curiosity that will serve them well throughout their educational journey. This approach aligns with the core principles of constructivism, echoing Jean Piaget’s belief that learning is a consequence of experience, as students actively build their own understanding of the world through these immersive, hands-on interactions. By: Rick Weinberg, Coordinator for Curriculum and Professional Development   One of the challenges every educator faces is figuring out what students are actually thinking during a lesson.
When we ask a question and call on one student, we learn what that student knows. The other twenty students in the room may be completely engaged, completely confused, or somewhere in between—and we often don't know which. That's where Total Participation Techniques (TPTs) come in. Developed and popularized by educator Pérsida Himmele in her book Total Participation Techniques: Making Every Student an Active Learner, these instructional strategies are designed to make student thinking visible. Rather than relying on a handful of volunteers, TPTs provide opportunities for every student to actively participate, process information, and demonstrate understanding. Why Use Total Participation Techniques?Increased Student EngagementWhen students know they will be asked to think, respond, discuss, write, or share, they are more likely to stay focused on the learning task. Total Participation Techniques reduce opportunities for students to disengage and create classrooms where active involvement is the norm rather than the exception. Immediate Feedback for TeachersOne of the greatest benefits of TPTs is the real-time information they provide. Teachers can quickly identify misconceptions, gauge understanding, and adjust instruction as needed. Instead of waiting until a quiz or test, educators receive immediate evidence of student learning. Stronger Classroom CommunityMany Total Participation Techniques involve partner discussions, small-group collaboration, and shared thinking. These interactions help students build relationships, practice respectful communication, and learn from one another's perspectives. Greater Equity in ParticipationIn many classrooms, a small number of students do most of the talking. TPTs create structures that give every student a voice, including reluctant learners who may not typically volunteer. The result is a more inclusive classroom where all students have opportunities to contribute. Low Cost and Easy to ImplementMost Total Participation Techniques require little or no special equipment. Strategies such as hold-up cards, quick writes, and think-pair-share can be implemented immediately using materials many teachers already have on hand. Simple tools like laminated response cards can be reused year after year. Examples of Total Participation TechniquesSome common examples include:
A Simple Shift with Big ImpactTotal Participation Techniques are not a curriculum, a program, or a new initiative. They are practical instructional moves that help teachers answer an important question: "What are all of my students thinking right now?" By making student thinking visible, increasing engagement, and creating more equitable opportunities for participation, Total Participation Techniques can help transform classrooms into environments where every student has a chance to learn, contribute, and succeed. For educators interested in learning more, Total Participation Techniques: Making Every Student an Active Learner by Pérsida Himmele remains one of the most widely used resources on the topic and includes dozens of classroom-ready strategies that can be implemented immediately. By: Tessa Levitt, Senior Coordinator for Curriculum and Professional Development |
Our TeamStories come from school districts within the CA BOCES region and are authored by our Instructional Support Services Team. Archives
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