CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
In this episode of CA Today, Rick Weinberg shares an inspirational interview with educational presenter, Will Richardson, on how schools can adapt to prepare students for a rapidly changing, tech-driven future. Listen as they explore ideas on rethinking education and integrating technology to equip students with skills for challenges we are just beginning to face!
To listen to this episode and others, visit our show page and subscribe using your platform of choice. Science education thrives when students see real-world applications that connect with their surroundings. One powerful tool that helps make science relevant and engaging is the use of "local phenomena" – natural or human-made events or occurences in students' own communities that are related to science principles. By focusing on what's familiar, we can foster curiosity, enhance understanding, and make learning truly memorable.
Why Use Local Phenomena in Science Education? 1. Increases Engagement and Relevance Science often feels distant or abstract to students when presented solely through textbooks or unfamiliar examples. However, by linking lessons to phenomena in their lives, we can bridge this gap. Observing phenomena they already know or encounter daily, like local weather patterns, wildlife behavior, or agricultural development, makes science more relevant. When students see how science directly impacts their lives, they are more likely to engage, ask questions, and pursue knowledge. 2. Builds a Foundation for Inquiry-Based Learning Using local phenomena taps into students’ natural curiosity. When they notice unusual events or patterns in their environment, it often leads to “why” and “how” questions, creating a perfect foundation for inquiry-based learning. For instance, noticing how leaves change color at different times in different parts of town might lead to investigations into the impact of temperature, sunlight, and tree species on the process of photosynthesis. With local phenomena, students take ownership of their learning as they seek answers to questions that genuinely interest them. 3. Encourages Systems Thinking Many scientific concepts are interconnected, forming complex systems. Local phenomena often illustrate these connections naturally, as they occur within systems students can observe firsthand. Teaching about water cycles through the context of a local river, for example, enables students to understand not only the cycle itself but also its impact on local wildlife, soil, and human communities. This systems thinking approach deepens comprehension and teaches students to view scientific concepts as part of an interconnected web instead of isolated facts. 4. Fosters Environmental Awareness and Stewardship Learning about science through local phenomena can foster a sense of responsibility toward the environment. When students study the impact of pollution on a nearby lake or observe erosion along a local road, they not only learn scientific concepts but also develop empathy for their surroundings. This awareness can inspire students to consider how their actions affect the environment and lead them to become stewards of their community. Practical Strategies for Using Local Phenomena in Science Teaching 1. Start with Community Observations Begin by encouraging students to observe their surroundings and identify things that pique their curiosity. For example, a local pond may have recurring algae blooms, or the temperature in their town might change noticeably from one neighborhood to another. Students could take photos, jot down observations, and bring them back to class, where these curiosities can serve as the starting points for scientific exploration. 2. Utilize Citizen Science Projects Many communities offer citizen science programs where students can contribute real data to local or national studies. Programs like bird counts, air quality monitoring, or even invasive species tracking can engage students in local issues while teaching them the fundamentals of data collection, scientific observation, and analysis. This hands-on experience empowers students to understand how scientific research contributes to community well-being. Check out this Wakelet for a collection of citizen science projects. 3. Collaborate with Local Experts Partnering with local scientists, environmental organizations, or government agencies can provide valuable insights and expertise. Local biologists, meteorologists, conservationists, or engineers can visit classrooms, lead field trips, or offer virtual sessions that help students connect classroom learning with real-world applications. Their personal stories and knowledge about local phenomena add depth and authenticity to the learning experience. Additionally, I recommend reaching out to local colleges, such as St. Bonaventure and Alfred, to invite professors and college students in to share what excites them about their research. The University at Buffalo also has an entire day dedicated to students exploring STEM options for college and careers. Click here to learn more about UB's Science Exploration Day. 4. Design Phenomena-Based Units Construct science units around specific, local phenomena. For example, if students live near an area prone to flooding, a unit on weathering and erosion could cover topography, weather patterns, soil science, hydrodynamics, climate change, and decision making in society. Using a familiar event as the focal point helps students relate complex scientific concepts to real events they've experienced or observed. 5. Integrate Across Disciplines Science can be linked to other subjects through local phenomena. For instance, while studying a nearby river, students could explore its significance in local history, learn about conservation policies in social studies, or even write reflective essays in English about its role in the community. Integrating multiple disciplines provides a holistic view, reinforcing the importance of the phenomenon across contexts and giving students a richer, more comprehensive learning experience. Incorporating local phenomena into science teaching is a powerful way to make learning meaningful, memorable, and engaging. By starting with what’s familiar, students gain a deeper understanding of scientific concepts and see their relevance to daily life. As students become active learners, observers, and even researchers in their communities, they learn science in ways that traditional instruction might never accomplish. Ultimately, teaching through local phenomena can transform students from passive receivers of information into curious, committed learners and informed citizens, prepared to engage with and care for the world around them. By: Kelli Grabowski, STEM Coordinator Over the course of two professional development days, 57 educators from the CA BOCES region came together in 2 cohorts to enhance their literacy instruction after completing the SUNY New Paltz Science of Reading Micro Credential. The meeting focused on the first two modules of the program: Phonemic Awareness and Phonics. This collaborative effort exemplifies a commitment to improving literacy outcomes for students across diverse classrooms. The session kicked off with educators reflecting and sharing their experiences and insights gained from teaching students. Participants dove into the critical role of phonemic awareness-the ability to recognize and manipulate sounds in spoken words and phonics-a method of teaching the relationship between letters and sounds. These foundational skills are essential for reading development. Teachers engaged in discussions about effective strategies to cultivate this learning within their classrooms. By reflecting on their current practices, educators identified areas for growth and ways to enhance their phonics instruction through conversations with their peers. In addition to sharing best practices, the teachers reviewed the first two New York State (NYS) released literacy briefs, which offer valuable insights into effective reading instruction. This resource served as a springboard for discussions about aligning their teaching methods with state standards and evidence-based practices.
As the day concluded, it was clear that the collaboration sparked a renewed enthusiasm for teaching literacy. Educators left inspired and ready to continue their significant impact on their students’ reading skills. This initiative not only highlights the importance of ongoing professional development but also illustrates the power of collaboration among educators striving for excellence in literacy instruction. If you are interested in participating in a SUNY New Paltz Micro Credential cohort through CA BOCES. Please contact me at [email protected] By: Janelle Freer, Coordinator for Curriculum and Professional Development On October 17th and 18th over 450 kindergarten through 3rd grade students from Allegany-Limestone, Bolivar Richburg, Fillmore, Olean, and Portville school districts attended performances of the musical “A Year with Frog & Toad,” presented by the Palmer Opera House in Cuba, NY. The musical, written by brothers Robert (music) and Willie (book and lyrics) Reale, is an adaptation of the popular easy reader “Frog and Toad” children's book series, written and illustrated by Arnold Lobel. Set over the course of one year, the musical follows the woodland adventures of two amphibious friends, a worrywart toad and a perky frog, along with their assorted colorful hopping, crawling, and flying companions. Students had an immersive theatre experience as they played “Marco-Polo” to help Toad locate Frog across the pond, listened to a scary story during a thunderstorm, were dusted with snow during a runaway toboggan run, and cheered on Snail as he attempted to deliver a letter from Frog to Toad throughout the performance. During intermission, members of the ensemble taught students “The Cookie Dance,” and the Palmer Opera House also distributed goodie bags of friendship bracelets, bookmarks, and autographs from each of the character actors to every student who attended. In preparation for the musical, participating teachers were offered pre-lesson activities on theatre etiquette, comparing literature adaptations across art forms, and designing and illustrating a "What Happens Next" story book to continue the adventures of the “Frog and Toad” characters. They were also provided with a post lesson opportunity for their students to compose a letter or drawing that could be sent as “snail mail” to their favorite character. All offerings focused on Arts integration within the classroom curriculum, connecting New York State Next Generation English Language Arts Standards with Learning Standards for the Arts in Visual Arts and Theater.
The Palmer Opera House and Cattaraugus-Allegany BOCES were recognized by the Theatre Association of New York State with an award for Outstanding Achievement in Theater Education for their “efforts in creating a foundation for children in the area to build a lasting partnership with the performing arts.” By: Sean Conklin, Coordinator for Arts Integration and Extracurricular Events History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year. On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks. History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year.
On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks. By: Sean Conklin, Coordinator for Arts Integration and Extra Curricular Events In order to better understand the complexity and make-up of the NYS Social Studies Regents exams, and student performance, social studies teachers at Pioneer came together to analyze the exam and compile data surrounding the content and skills the exam was measuring. The information collected was combined and shared so that teachers would have a record of what content was being asked from the NYS Social Studies Framework, and the way in which the questions were being posed to students. Teachers also examined the types of sources used within the assessment that students would be working with when responding.
At the completion of this work teachers had a better understanding of the exam construct and structure and were able to look at their student results to develop ways in which to better assist and prepare students for both local and Regents assessments in Social Studies. By: Rob Griffith, Coordinator for Curriculum and Professional Development We ask for, and often receive, suggestions from our teachers and administrators for new products to add to our warehouse. While we try to keep our ear to the ground as far as new products that have a wide appeal and are something we can actually kit, there are lots of things out there that we just don’t know about. Sphero RVR+ is a great example of this.
We have quite a few items in our warehouse made by Sphero, but most of it seemed to be for our younger elementary students and their teachers. One area teacher reached out about Sphero RVR+ and we are pleased to now have these items on our shelves. Here’s a bit about Sphero RVR+ and how these robots can be incorporated into your classrooms. All told, there 2 classroom sets for booking. Each set has six Sphero RVR+ programable robots, accessories, and an accompanying Educator Guide. The Educator Guide is in-depth and has CSDF standards aligned lessons. The robots are drivable right out of the box, packed with a diverse suite of sensors, and built for customization. RVR+ is expandable and made for novice to advanced learners in middle and high school. Here's a bit more from the Sphero website: ENGAGE THE ENTIRE CLASS: Support your learners with 6 RVR+ robots, accessories, and Educator Guides. 1 RVR+ engages 1-2 students, making it ideal for pair programming and collaboration. TEACH WITH CONFIDENCE: The RVR+ Educator Guide contains tips for a successful cross-curricular rollout of RVR+ in your classroom as well as standards-aligned guided lessons and activities. ENDLESS CLASSROOM POSSIBILITIES: The free Sphero Edu app contains hundreds of activities to teach coding and computer science with RVR+, and advanced programmers can level up with Python using compatible 3rd-party hardware. At this point, we only have 2 class sets on the shelves. If demand is high, we will certainly add more. Check them out and see if this might meet your teacher/student needs! By: Alexandra Freer, Coordinator for Media Resources I have the privilege to work with administrators and teachers at Franklinville Central School District. During my time there last year, Jaimie Hulin, 7th-grade ELA teacher at TBA, planned and tested a creative idea to support NYS NG ELA standard 7RI8, trace and evaluation the development of an argument. Those who are closely connected to ELA know that this is a “priority standard,” connecting not only to NYS middle-level NG ELA assessments but also the 11th-grade ELA Regents exam. Here’s Jaimie and her students’ story: Students in seventh grade at Franklinville Central School District started their argument unit a bit differently this year. I have found that students struggle to understand the components of argument writing and how to connect them to their own lives. As such, I decided to begin my unit with a mini project that connects to pop culture. I used YouTube videos by a YouTuber named MatPat. He has a series called “Food Theory,” and while not all of his videos are useful for this purpose or appropriate for school, many are. They are funny and students are interested in his topics. We viewed and analyzed the parts of three different videos, highlighting the parts of the argument and how he used different tools to present his argument. Then, students, in small groups, were tasked with making their own argument videos.
They did not have to do a Food Theory style video, but many did do food topics. Students choose topics ranging from whether aliens exist to is bottled water worth the price. They were guided through the process using the same analysis tools we used to look at his videos. While there were things that I will tweak in coming years, this introduction to the unit was a smash hit that really improved students’ understanding of the process for evaluating and developing arguments. By: Anne Mitchell, Coordinator for Curriculum and Professional Development Empowering Young Learners: A Summer Workshop on Phonics and Phonemic Awareness for Early Educators10/1/2024
In response to the Science of Reading research, educators across the CABOCES region are looking for ways to sharpen their skills and enhance their teaching practices. This summer, a dedicated group of kindergarten through third-grade teachers gathered for a workshop focused on phonics and phonemic awareness instruction. This workshop aimed to equip teachers with the tools they need to foster a strong foundation in reading for their young learners.
Understanding Phonics and Phonemic Awareness Phonics and phonemic awareness are critical components of early literacy development. Phonics involves the relationship between sounds and their written representation, while phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Together, these skills lay the groundwork for successful reading and writing. A Collaborative Learning Environment Hosted at the CABOCES barn training room, the workshop brought together a diverse group of educators eager to share their experiences and strategies. Participants engaged in interactive sessions that included lectures, hands-on activities, and collaborative planning. Led by local literacy expert, Sarah Cartmill, the workshop highlighted the latest research on effective phonics instruction and the importance of integrating phonemic awareness into daily classroom routines. Teachers learned how to create engaging lessons that not only teach these skills but also inspire a love for reading. Practical Strategies and Resources One of the workshop’s key components was the emphasis on practical, classroom-ready strategies. Teachers practiced using various phonics games and activities that could be easily adapted for different learning styles and abilities. From rhyming games to sound sorting exercises, educators left with a toolbox of ideas to implement in their classrooms. Additionally, participants explored various resources, including books, digital tools, and assessments designed to monitor student progress in phonics and phonemic awareness. The focus was on creating a research informed literacy program that nurtures young readers' skills while fostering their enthusiasm for learning. Building a Supportive Network In addition to skill-building, the workshop fostered a sense of community among educators. Teachers shared their successes and challenges, forming valuable connections that will last well beyond the summer. This collaborative spirit not only enhances professional growth but also creates a support network for sharing resources and ideas throughout the school year. Looking Ahead As the teachers wrapped up the workshop, there was a palpable sense of excitement and motivation. Armed with new knowledge and strategies, they are ready to head back to their classrooms, eager to implement what they learned. By focusing on phonics and phonemic awareness, these educators are poised to make a significant impact on their students’ reading journeys. As the 2024-2025 school year begins and children return to school ready to dive into their reading adventures, the influence of this summer workshop will undoubtedly resonate in classrooms across districts within the Cattaraugus-Allegany BOCES region. With dedicated teachers at the helm, young learners will be well-equipped to navigate the world of words and stories, setting the stage for a lifelong love of reading. By: Michelle Rickicki, Senior Coordinator for Curriculum and Professional Development Pioneer has recently transitioned to FastBridge for Universal Screening Assessments and Progress Monitoring. Our district’s transition to FastBridge significantly improved the efficiency and accuracy of student assessments. The Beginning of Year testing window decreased in time and increased student engagement with the assessment. Using ClassLink for accessibility, teachers and students alike were greeted with ease for the first day of online assessments.
Following the assessments, data team meetings were held, and the data that was presented from the FastBridge reports allowed teachers to plan for targeted intervention groups tailored to students’ individual needs following our MTSS-I structures and process. Special Educators also found that FastBridge data reports would be a useful tool when writing IEP goals, and further, progress monitoring those goals would be completed on FastBridge using the subtests and interventions that are available in FastBridge. Tiered Intervention Groups have started, and teachers are eager to see how FastBridge will continue to support students throughout the school year. Prior to FastBridge, our data collection was time-consuming and inconsistent across schools. After implementation, we streamlined universal screening and progress monitoring, allowing teachers to quickly identify student needs with reliable data. The user-friendly platform also made it easier for educators to collaborate on intervention strategies. Overall, FastBridge empowered teachers and enhanced student support. By: Jenna Tost, 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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