CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
 A snapshot of the Decodables series. In the realm of early literacy education, the intersection of science and reading has never been more crucial. As educators and parents alike seek effective tools to nurture young readers, decodable books have emerged as a cornerstone of learning. Now, we are thrilled to announce the arrival of a new decodable book series in our warehouse, designed to align seamlessly with the Science of Reading.
The Decodables series is meticulously crafted to correspond with phonics instruction, allowing children to apply their growing knowledge of letter-sound relationships to decode words with confidence. This systematic approach not only enhances reading fluency but also builds a strong foundation in phonemic awareness and comprehension skills. All told, there are six sets of books aligned to grade levels from Kindergarten to Second. Each book provides engaging stories that reinforce phonics principles at every turn. From simple sentences to more complex narratives, these books cater to various stages of reading development, ensuring that every child can progress at their own pace. Why choose decodable books? The answer lies in their evidence-based approach. Backed by research in cognitive science and educational psychology, these books have proven instrumental in fostering early reading success. By offering children the tools they need to decode words independently, decodable books empower them to become proficient readers who delight in the magic of storytelling. Explore our warehouse's newest addition, The Decodables, coming to our warehouse shelves this coming school year. Discover how this new decodable book series can make a transformative impact on young readers, bridging the gap between theory and practice. By: Alexandra Freer, Coordinator for Media Resources  Howard Moody leads educators in thinking about the role of play and Social Emotional Learning. In a world where educational demands and classroom challenges are ever-increasing, the importance of social and emotional learning (SEL) for educators cannot be overstated. Enter Howard Moody, a renowned play specialist, who recently led a transformative two-day SEL camp attended by nearly 100 educators. The event was a resounding success, filled with laughter, play, and profound connections that left participants invigorated and equipped with new strategies for fostering SEL in their classrooms as they head into summer. Day One: Laying the Foundation of Connection and Play The camp kicked off with a warm welcome from Howard Moody, who emphasized the importance of play in adult learning that can be transferred to the classroom. He set the tone with an engaging icebreaker that had educators laughing and connecting right from the start. This activity was not just about fun; it was designed to illustrate how play can break down barriers and foster a sense of community. Throughout the morning, Moody introduced several play-based activities that highlighted the core principles of SEL, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators participated in role-playing scenarios and team-building exercises that demonstrated how these principles could be seamlessly integrated into their teaching practices. One of the standout sessions of the day was "The Power of Play," where Moody shared insights from his extensive experience as a play specialist. He discussed the science behind play and its impact on emotional regulation and stress reduction. Educators were then invited to engage in a series of playful exercises designed to boost their creativity and problem-solving skills. Day One: Laying the Foundation of Connection and Play
The camp kicked off with a warm welcome from Howard Moody, who emphasized the importance of play in adult learning that can be transferred to the classroom. He set the tone with an engaging icebreaker that had educators laughing and connecting right from the start. This activity was not just about fun; it was designed to illustrate how play can break down barriers and foster a sense of community. Throughout the morning, Moody introduced several play-based activities that highlighted the core principles of SEL, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators participated in role-playing scenarios and team-building exercises that demonstrated how these principles could be seamlessly integrated into their teaching practices. One of the standout sessions of the day was "The Power of Play," where Moody shared insights from his extensive experience as a play specialist. He discussed the science behind play and its impact on emotional regulation and stress reduction. Educators were then invited to engage in a series of playful exercises designed to boost their creativity and problem-solving skills. Afternoon Workshops: Practical Strategies for the Classroom In the afternoon, the camp transitioned into workshops that offered practical strategies for implementing SEL in the classroom. Moody led a workshop on creating a positive classroom environment through play-based learning. Participants learned how to design activities that promote collaboration and empathy among students. Day Two: Deepening Understanding and Building Community The second day began with a reflective session where educators shared their experiences from the previous day. This sharing circle not only reinforced the sense of community but also allowed participants to learn from each other's insights and challenges. Howard Moody then introduced the concept of "Improv," a teaching approach that incorporates play into everyday lessons to enhance engagement and learning outcomes. Educators participated in hands-on activities that demonstrated how to turn traditional lessons into playful experiences. Bringing SEL to Life In the morning, educators were divided into small groups based on their grade level or content area to work on collaborative conversations. Each group was tasked with designing a SEL-focused activity or lesson plan that they could implement in their classrooms. This exercise encouraged educators to apply what they had learned and to think creatively about how to bring SEL to life for their students. In the afternoon, educators focused on mindfulness and emotional regulation. Educators practiced mindfulness techniques and explored ways to integrate these practices into their daily routines to help students manage their emotions and stay focused. Lisa Ralston joined us for two hours encouraging everyone to participate in self care and mindfulness including; sound therapy, yoga, and daily techniques. The two-day SEL camp with Howard Moody was more than just a professional development opportunity; it was a transformative experience that left educators feeling connected, rejuvenated, and empowered. By playing, laughing, and learning together, participants not only deepened their understanding of SEL but also experienced firsthand the power of play in building strong, supportive communities. As educators will return to their classrooms, hopefully they will carry with them the lessons and experiences from the camp, ready to create more inclusive and emotionally supportive learning environments for their students. The impact of this camp will be felt far beyond these two days, as the seeds of SEL continue to grow and flourish in schools across our CABOCES Region. By: Kelli Forster, Coordinator for Community Schools Resources Friendship teachers Brad Gertis and Deb Warner spent the start of July exploring their curriculum thorough the lens of the New York State Physical Education Standards and assessment. Utilizing resources from NYSED related to the updated PE Learning Standards, they reviewed their district curriculum examining ways to better enhance instruction and assessment in the PE department at Friendship. One of the resources they used was the Physical Education Curriculum Analysis Tool or PECAT, which is a self-assessment tool for planning and guiding curriculum for PE. The PECAT is designed to help school districts and schools conduct clear, complete, and consistent analyses of physical education curricula based on physical education standards. Specifically, the PECAT accomplishes the following:
The curriculum component of the PECAT underscores the need for school districts and schools to establish a written physical education curriculum that identifies the content to be taught, guides appropriate instruction that supports the curriculum, and identifies student assessments that will provide evidence of student learning. Creating a well-designed, standards-based physical education curriculum will help ensure equitable physical education for all students, and that is the focus of the PE dept at Friendship Central School and why they are committed to this work.
By: Rob Griffith, Coordinator for Curriculum and Professional Development  Julie Sylor and a student work through the steps to print a student-designed bubble wand. A unique and inspiring project took shape at Franklinville Elementary School, where 5th graders embarked on a creative journey with the help of teacher Julie Sylor. The students designed and 3D printed their very own custom bubble wands, a hands-on experience that was not only fun but also fostered essential 21st-century skills.
Sylor’s class embraced the power of technology to bring their imaginations to life. By designing their bubble wands, students developed critical thinking, problem-solving, and creativity skills. Once the designs were finalized, they were sent to a 3D printer, transforming digital creations into tangible objects. This innovative approach to learning offered numerous benefits beyond just the final product. By engaging in the design process, students developed a deeper understanding of how objects are created and the engineering principles behind them. It also encouraged collaboration and teamwork as students worked together to refine their designs and provide feedback. Moreover, 3D printing empowered students to become inventors and innovators. The ability to quickly and efficiently prototype their ideas allowed them to experiment, make mistakes, and learn from them. This iterative process fostered a growth mindset and resilience, qualities that were essential for success in any field. As the 5th graders at Franklinville Elementary explored the world of 3D printing and product design, they were not only creating unique bubble wands but also building a strong foundation for future learning and exploration. Their experience demonstrated the transformative potential of technology to inspire creativity, critical thinking, and a lifelong love of learning. By: Rick Weinberg, Coordinator for Curriculum and Professional Development  Dr. Kastner (center) with Tessa Levitt and Sarah Cartmill of CA BOCES. On July 16th, Dr. Pam Kastner returned to the CA BOCES region for the second time, as she presented on literacy with a focus on vocabulary and writing with a special emphasis on spelling for over 40 educators.
Dr. Kastner is an educational consultant, the literacy lead for the state of Pennsylvania, and has served on its task force for higher education. In addition, she has presented nationally at IDA, The Reading League, The National Summit for Science of Reading in Higher Ed, and has worked for PaTTAn of PA as a dedicated leader and President of The Reading League Pennsylvania. Some of the highlights of her work include the notion of integration in structured literacy instruction: to connect word reading/recognition to world knowledge for students through high-impact routines. Her focus on the triangulation of Phonology, Orthography and Morphology helped teachers see the connections and how Reading and Writing/Spelling are integrated. Furthermore, thinking about how the basis for Literacy is Oral language development, she helped teachers understand that spoken language is the key; and how we can strengthen those skills in the early years to promote readers. Teachers also experienced word work scaffolds and graphic organizers to help build students' knowledge and automaticity. She also helped foster ways for teachers to build on students' Writing starting at the sentence level with expansion and combining. By: Sarah Cartmill, Coordinator for Curriculum and Professional Development and 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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