CA BOCES Distance Learning has continued to offer free college credits to students in area districts participating in the Distance Learning CoSer. September 2 started the Fall semester with many area students enrolled in classes through Houghton University. They have been working hard to get a head start on their college credits. Through the Distance Learning partnership with Houghton University, many of these enrollments are at no cost to the participating districts or the students themselves.

The courses are administered within an online platform and instructed by Houghton professors with support provided to the students from a CABOCES Distance Learning Teacher. What a great way to start accumulating college experience and credits with some extra support!

No worries if you missed this great opportunity in the Fall, another opportunity starts January 3, 2025. Registration for the Spring 2025 semester has started and will continue through 12/20/2024. However, we are expecting the courses to fill up quickly, so if you are interested log onto Houghton Early College page and look over the available courses for the next semester.

The available courses are listed below:

• Business Communication
• Education and American Culture
• Educational Psychology
• Calculus w/ Pre Calc-B
• Enduring Questions: Early Modern World
• History Of Rock and Roll and commercial Music
• Metaphysics, Morality and Mind
• Adolescence and Emerging Adulthood
• Introduction to Sociology
• Introduction to Christianity
• Writing In the Liberal Arts

If you are interested or have any questions, we recommend consulting with your local district Guidance Office but feel free to reach to CABOCES Distance Learning and we will be glad to help and guide you into the right direction to get started.

By: Lisa Scott, Distance Learning Teacher

​Recently, new employees from Wellsville Central School participated in learning more about Restorative Practices. The district is committed to building strong, healthy relationships and communities and this framework helps to build those relationships, emphasizing accountability, empathy, and mutual respect. Unlike traditional punitive approaches, which focus on punishment, restorative practices aim to address harm and strengthen relationships by engaging individuals in dialogue, understanding, and healing.

Restorative Practices operates on the fundamental hypothesis that human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them. Throughout your own life, reflect on a time that a person in authority did something with you rather than to or for you. This distinction is significant and makes a world of difference when applied to the classroom. 

Participants were able to explore components of the continuum of support looking at ways their language can be proactive in their approach to building relationships. We explored affective statements and how to best use them when interacting with students and staff. The shift in language is a game changer as the use of words and phrases is often used to connect your feelings in relation to any situation.

In restorative practices, affective language plays a crucial role in fostering understanding and connection between individuals. It's about using language to acknowledge the emotions and experiences of those in conversation. The goal is to build empathy, encourage accountability, and promote positive change, all while maintaining dignity and respect for everyone involved.

Key Aspects of Affective Language in Restorative Practices:

• Use of "I" statements: These allow individuals to express their feelings without blaming the other party, which helps reduce defensiveness. For example, "I feel hurt" instead of "You hurt me."
• Emotionally descriptive words: Words like "hurt," "frustrated," "disappointed," "sad," and "angry" help to communicate the emotional depth of a situation.
• Validation: Acknowledging that someone's feelings are valid is crucial for creating an atmosphere of understanding and empathy.
• Tone and intention: The way language is delivered—compassionately, respectfully, and with genuine concern—can make a significant difference in how restorative conversations unfold.

​By using affective language, restorative practices can create space for individuals to reflect on their behavior, express their feelings, and work collaboratively toward resolution and healing. The emotional depth helps build trust and a sense of shared responsibility, which is key to lasting change.

By: Jessica Schirrmacher-Smith, Senior Coordinator for Curriculum and Professional Development

Educators from multiple grade levels at Allegany-Limestone Central School gathered recently to attend a professional development session focused on "Bringing Joy Back into the Workplace." This engaging event highlighted the importance of joy, connection, and emotional wellbeing for educators navigating the challenges of modern education. Through the lens of Adult Social and Emotional Learning (SEL), participants engaged in hands-on activities and discussions aimed at building practical tools to support their own emotional health and create a positive school environment.

To begin, we explored the stressors educators face daily and the toll these take on personal wellbeing and workplace morale. It was emphasized the significance of applying SEL principles to adults--not just students--to foster resilience, mindfulness, and emotional regulation. Educators were introduced to strategies such as self-reflection exercises, mindfulness techniques, and communication tools designed to enhance collaboration and empathy among colleagues.

One highlight of the session was the “passion profile” activity, where participants reflected on why they went into education. Participants were paired up based on matching profiles and were given multiple discussion questions to give insight as to the importance of education coupled with wellbeing. Educators shared personal insights and brainstormed ways to implement these strategies in their schools, creating a collective vision for joy and community in the workplace.

We concluded the session with a reminder that supporting the emotional wellbeing of educators directly impacts their ability to nurture and inspire students using “12 New Habits”. By equipping themselves with these SEL strategies, participants left with new and actionable tools to build joy and resilience both in their classrooms and professional relationships.

By: Kelli Forster, Coordinator for Community Schools Resources

In this episode of CA Today, we sit down with Tim Cox, Deputy Superintendent of Cattaraugus-Allegany BOCES (CABOCES) and Tim Clarke, Assistant Superintendent of Instructional Support Services of CABOCES, to dive into the upcoming changes to graduation requirements and the creation of the "Portrait of a Graduate".

We explore how the "Portrait of a Graduate" aims to shift graduation requirements away from traditional exams and credits, focusing instead on the essential skills and competencies students need to succeed in life beyond high school. From culturally responsive education to hands-on learning experiences like capstone projects and community service, Tim shares how the new vision will shape students’ educational journeys and better prepare them for their futures.

If you like this episode, please subscribe so you can listen to more!

In an era where technology helps bridge gaps and connects individuals globally, Distance Learning Day 2025 will offer educators and administrators a chance to explore the ever-expanding world of virtual education. Hosted on January 16, 2025 at the Olean Main Center, this day-long event will offer a unique opportunity to delve into the transformative potential of distance learning. Through a series of diverse presentations, demonstrations, and insightful discussions, participants will reimagine education as a dynamic, flexible, and inclusive experience.

One of the highlights of the event will be the CA BOCES facilitator and Educator presentations, which set the stage for understanding the foundational principles and capabilities of the Distance Learning COSER. These sessions will demonstrate how Virtual Learning can be effectively utilized and designed to support both traditional and innovative teaching approaches. Facilitators will share success stories and strategies that underscore the importance of integrating distance learning into educational frameworks, providing attendees with actionable insights. Through these presentations, participants will gain a nuanced understanding of the real-world applications of distance learning.

Another exciting aspect of the Distance Learning Day will be the online course vendor showcases. Vendors will showcase their cutting-edge tools and platforms that support virtual learning. Vendors will demonstrate how their solutions can streamline curriculum delivery, foster collaboration, and personalize learning experiences. This component is especially valuable for administrators seeking to make informed decisions about investments in educational technology. In addition, vendors will each have a table where participants may speak with them further to discuss their options and gain further insight.

The inclusion of early college connections presentations is a forward-thinking feature of the event, emphasizing the role of distance learning in preparing students for higher education. Through partnerships with colleges and universities, COSER 420 enables students to earn college credits while still in high school. This initiative not only broadens access to advanced coursework but also fosters a culture of academic ambition and preparedness. Houghton University will elaborate on how their programs operate, their benefits and offerings, and the ways they empower students to succeed.

Additionally, the day will offer insights into the engaging world of virtual field trips. By leveraging technology, educators can transport students to museums, historical landmarks, or scientific research facilities—without ever leaving the classroom. These experiences break down barriers, making learning accessible, exciting, and relevant. The CILC and Streamable Learning will provide resources and practical tips for integrating virtual field trips into various curricula, illustrating their value as an immersive educational tool.

Ultimately, the Distance Learning Day is more than a showcase of technological advancements; it is a celebration of innovation in education. By exploring the possibilities of the Distance Learning COSER 420, participants will gain the knowledge and inspiration needed to create meaningful, future-ready learning environments. This event is a call to embrace the potential of virtual education, not as a replacement for traditional methods, but asa powerful complement to them. Together, we can shape a more inclusive and connected future for learners everywhere.
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By: Justin Shumaker, Senior Coordinator for Distance Learning

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.