CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
 Early last month, I had the absolute pleasure of spending time in Desi Miller's 1st and 2nd grade STEAM classroom at Fillmore Central School, and let me tell you, it was a recipe for success! We dove headfirst into the world of pizza-making, not with real dough and cheese, but with the incredible Osmo Pizza Co. Game.
The Osmo Pizza Co. Game uses a mirror on an iPad to see the cardboard Pizza down at the bottom of the iPad. It was amazing to watch these young learners transform into bustling pizza shop workers. Their mission? To accurately fulfill customer orders, from putting on the correct toppings to making sure they gave back the right change. One of the coolest aspects was seeing how naturally the students grappled with some pretty advanced concepts for their age. For instance, when a customer requested mushrooms on just half of their pizza, our young chefs instinctively understood the basic idea of fractions. They didn't even bat an eye! The best part? These 1st and 2nd graders were completely independent throughout the activity. They navigated the game, solved problems, and worked together without needing much guidance at all. It truly highlighted their incredible capacity for self-directed learning and problem-solving. It's experiences like these that showcase the power of STEAM education. By making learning fun, interactive, and relevant, Desi Miller is fostering critical thinking, mathematical skills, and even early entrepreneurial spirit in her students. Kudos to the amazing students at Fillmore Central for their fantastic work! The Osmo Pizza Company Kit can be borrowed from Insignia from the CABOCES Learning resources department of Instructional Support Services. Do you have any favorite STEAM activities that have engaged your students in unique ways? By: Rick Weinberg, Coordinator for Curriculum and Professional Development  At Cuba-Rushford Elementary School, learning leapt off the page and into the real world as students enjoyed a fun-filled, hands-on day of science exploration focused on our Earth. The auditorium buzzed with excitement as students embarked on a journey to better understand the planet we call home—and how to take care of it.
The day’s theme was focused on the four major “spheres” of Earth: the geosphere (land), hydrosphere(water), atmosphere (air), and biosphere (living things). Through interactive lessons, games, and creative activities, students discovered how these systems are interconnected and how human actions can affect each one. One of the highlights of the day was the opening assembly. Students and teachers gathered in the auditorium where 5th grade science teacher, Mr. Beck, kicked things off with enthusiasm, sharing what the day had in store, including Earth sphere-themed activity stations, co-led by high school students. Energy levels soared as the older students, joined by Earth Science teacher, Mr. Stuhlmiller, dashed into the room tossing candy to cheering elementary students. Together, the whole school chanted the names of the spheres in rounds: “GEE-OH-SPHERE! HI-DRO-SPHERE! AT-MO-SPHERE! BI-O-SPHERE!” With spirits high, students were dismissed to explore the themed stations in their classrooms. At the geosphere and atmosphere station, students learned the difference between healthy, nutrient-rich soil and lifeless dirt. Through a fun role-play activity, they discovered how human actions influence carbon dioxide levels—and how trees help clean the air we breathe. At the hydrosphere station, students took part in a powerful demonstration about Earth's water. They learned that while 97% of our water is salty ocean water and 3% is freshwater, only about 1% of that freshwater is actually accessible for people, plants, and animals! In the biosphere station, students explored the world of living organisms and how seeds grow. They even got to plant their own seed to take home and watch grow. Younger students also enjoyed activities designed just for them—learning that air is matter by moving objects with their breath through a straw, and using recycled toilet paper tubes to craft colorful windsocks. And, in what’s becoming a fun tradition at CRES, the afternoon wrapped up with a lively dance party to celebrate a day well spent! By the end of the day, students left with not only new scientific knowledge but also a deeper appreciation for the planet. With heads full of ideas and hearts full of inspiration, the young learners of Cuba-Rushford Elementary are now ready to take action—one sphere at a time. By: Kelli Grabowski, STEM Coordinator  Teachers participate in interactive activities to simulate dyslexia. Supporting student success is at the heart of everything we do as educators. Each day, we strive to identify and implement effective strategies that meet the diverse needs of our learners. Among these needs, supporting students with dyslexia presents both a profound responsibility and an opportunity for impact. It requires us to deepen our understanding, embrace inclusive practices, and continuously refine our instructional approaches. On Tuesday, May 20, 2025, educators from across Cattaraugus and Allegany Counties gathered at the Barn Training Room in Olean for a full-day professional development event titled Building Bridges: Best Practices for Dyslexia Support. This regional training was designed to bring together teachers, specialists, and instructional leaders to explore an integrated approach to supporting students with dyslexia. The session focused on three foundational pillars: research-based dyslexia intervention strategies, Universal Design for Learning (UDL) principles, and the thoughtful integration of AI-assisted and assistive learning technologies. Throughout the day, participants engaged in collaborative discussions and reflective activities aimed at deepening their understanding of dyslexia and how it affects student learning across multiple subjects. Educators explored the latest research on effective instructional practices, and discussed how to implement strategic interventions that are both timely and individualized. These strategies were framed through the lens of UDL, a framework that empowers educators to design learning environments that are flexible, accessible, and responsive to all students’ needs from the outset. A key focus of the session was also technology integration. Participants were introduced to a variety of AI-supported educational tools and embedded assistive technologies that can enhance existing instruction. These tools not only help reduce barriers to learning but also support student independence and engagement across content areas. Educators were encouraged to consider how these resources can be used to personalize learning experiences, track student progress, and reinforce skills within the natural flow of the school day. The day also included an opportunity to reflect on the power of empathy in supporting students with dyslexia. For those who had previously participated in the Dyslexia Simulation, a powerful learning experience offered several times earlier this year, the session provided a chance to build on that foundation. The simulation, which includes two reading tasks, two writing tasks, and one auditory processing activity, offers a unique and often eye-opening perspective into the everyday experiences of students with dyslexia. Many participants shared that this experience was transformative, increasing their empathy, patience, and understanding, while also sparking meaningful changes in their classroom practices. To ensure that all educators have access to this impactful experience, a follow-up opportunity is scheduled for October 20, 2025. The upcoming session, Dyslexia: Simulation-Driven Learning & Tech Integration for Inclusive Education, will combine the simulation activities with guided reflection, strategic planning, and exposure to new tools that support inclusive instruction. Educators are encouraged to register and join us for a powerful day of learning, reflection, and connection.
As we continue this important work together, we are reminded that supporting students with dyslexia is not the responsibility of one teacher or one classroom alone—it is a collective effort that requires knowledge, collaboration, and a shared commitment to equity. The Building Bridges: Best Practices for Dyslexia Support training is just one example of how our region is coming together to elevate best practices and ensure that every student, regardless of their learning profile, is given the opportunity to thrive. Together, we are building stronger, more inclusive schools—one bridge at a time. By: Bonnie Wagner, Coordinator for Exceptional Education Professional Development and Support  Image showing the 5 strands of the NY Computer Science and Digital Fluency Standards The purpose of this NYS K-12 CSDF learning standards serve as a guide for all district stakeholders to facilitate attainment of the NYS standards in the 4 core subject areas. The CSDF is designed to support district educators in implementing the standards moving forward and engaging all students in quality education throughout their school career. We want every student to know how to live productively and safely in the tech-dominant world. Our goal is for all students to understand the essential features of digital technologies and why and how they are used. The five-computer science and digital fluency concepts are: Impacts of Computing, Computational Thinking, Network Systems Design, Cyber Security and Digital Literacy.
Local districts are encouraged to align and/or reexamine existing resources used in the district. In addition, districts can look at their existing resources and target professional development opportunities for teachers and staff. As we move into full implementation of the CSDF standards in all core subjects, with alignment to effective curriculum to the grade level bands (k-2, 3-5, 6-8 and 9-12), students will participate in lessons that strengthen the importance of NYS CSDF standards in ALL grade level bands in all core subjects. By: Tessa Levitt, Senior Coordinator for Curriculum and Professional Development  AI-generated graphic of scales of justice on a book reading New York Freedom to Read Act. AI engine: Microsoft CoPilot The Freedom to Read Act supports the First Amendment to the United States Constitution, which says in part, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press…” (United States Constitution).
Recently, the Freedom to Read Act, S.1099 (May) / A.7777 (Simone), was passed by the New York State Legislature and is now awaiting enactment by Governor Hochul. This act will require the Commissioner of Education and school library systems to develop policies that ensure school libraries and certified librarians are fully supported to curate and develop collections that provide students with access to developmentally appropriate materials. In recent years, there have been unprecedented demands across the United States to remove specific books from schools due to offensive language, inappropriate content for age group, religious viewpoint, and LGBTQIA+ content (Butler University, 2024). In 2023, the American Library Association documented 1,247 attempts to censor 4,240 unique library titles and resources across the United States. While the censorship of library books is not new, this data reflects a 65 percent increase in book challenges compared to those recorded in 2022 (NYLA's 2025 Policy Initiatives, 2025). To handle book challenges proactively, many school districts have adopted a policy regarding the selection and removal of library materials in response to content-related challenges. These policies strengthen the certified school librarian’s ability to curate collections that represent a variety of ideas and viewpoints and align with curriculum standards (New York Civil Liberties Union, 2025). The School Library System at CA BOCES has developed a library-specific policy and procedure manual that offers guidance on how books are selected for the collection, the criteria for removing books, and the specific steps to follow when a complaint about a particular book is made. If you are interested in knowing more or have questions related to this topic, please contact [email protected]. Works Cited:
By: Cecelia Fuoco, Senior Coordinator for School Library Systems  Franklinville students test pond health. The CABOCES ISS Environmental Education Department had the incredible opportunity to visit Cash Park, a beautiful natural area owned by Franklinville School District, this past month to assist with their 9th grade Ecology field trip. The field trip focused on outdoor education--a very exciting educational trend in our region. During the field trip, students were able to learn about many Earth Science-related topics including invasive species and the carrying capacity of an area. Our BOCES staff helped students identify the health of an ecosystem, specifically the health of the pond in Cash Park. Our staff helped students conduct pH tests, sediment tests, and chloride tests to check the health of the pond. Students also had a chance to scientifically observe the pond and identify riparian zones, wildlife, and pond inlets and outlets which could affect the health of the pond. In the end, students were able to prove that the pond was a healthy ecosystem--one that many plants and animals thrive in. We appreciate Ms. Lathrop and the Franklinville School District for having us along. Cash Park is open to the public and the district hopes to have many more field trips to it in the near future. By: Matthew Bucholz, Environmental Education STEM Coach  A view of the pond at Cash Park.  Freshmen at Friendship CSD work together to find clues and solve a lock.  Students smile at the camera after “breaking out” and finding the candy inside of the box. While tests, quizzes, and projects are common ways to assess learning at the end of a novel study, the freshmen at Friendship CSD were able to demonstrate their knowledge in a more engaging way through Breakout EDU. For those who are unfamiliar with Breakout EDU, it is a versatile tool, available in both physical and digital formats, that engages students in solving curriculum-related challenges. The physical Breakout EDU kit includes two plastic cases, a variety of locks, invisible ink paired with a “blue light” flashlight, and many other tools that allow teachers to showcase their creativity while giving students an opportunity to practice their critical thinking skills.
In this case, Nicole Brandes, the secondary librarian at Friendship CSD, designed a hands-on Breakout EDU experience to help students convey their understanding of the classic novel To Kill a Mockingbird, which they had just finished in their English class. Using the physical kit and her own creative touch, Mrs. Brandes designed a series of challenges tied directly to To Kill a Mockingbird. For the first lock, students were asked to read passages from the novel to uncover hidden clues. Once they discovered they needed to shine the flashlight on the text, they revealed messages written in invisible ink that led them to the combination for the first lock. Another challenge required students to arrange pictures of key events from the novel in chronological order. Successfully sequencing the events gave them the clue needed to solve a 5-digit color lock. As students worked in teams to complete each task, they used close reading, collaboration, and inference skills all rooted in the novel’s content. After successfully unlocking all the challenges, students were able to “Break Out” by opening the final blue box, which held a sweet reward: candy that Mrs. Brandes had hidden inside. The students’ reaction? Mrs. Brandes reported that, “The students enjoyed this so much!” Are you interested in trying out a Breakout EDU kit for yourself? Educators in the CA BOCES region can request a physical kit through the Insignia page. A digital version is also available there, offering even more flexibility for classroom use. If the thought of creating your own Breakout EDU challenges feels a bit overwhelming, don’t worry; you don’t have to do it alone! Alexandra Freer ([email protected]) and Brooke Neamon ([email protected]) are available to help. They can guide you through setting up a Breakout EDU activity or even assist in facilitating one with your students. Breakout EDU provides an exciting and interactive way to reinforce learning, and with the tools and support available, any teacher can confidently bring this innovative experience to their students. By: Brooke Neamon, Coordinator for Curriculum and Professional Development  Image of robotic figure interacting with computer device. Photo generated using DeepAI and Canva At Olean High School, a quiet transformation is taking place in the 12:1:1 special education classrooms- one that blends cutting-edge technology with deep instructional expertise. Over the past several months, I’ve had the privilege of working alongside Andrea Niece, a dedicated special education teacher, to rethink and reimagine curriculum planning for her students using artificial intelligence — specifically, ChatGPT.
Using ChatGPT as a dynamic co-planner, we've been able to modify, map, and adapt curriculum materials in ways that meet the needs of students in self-contained special education settings while still aligning to the general education standards. Thanks to Andrea’s efforts, students in her classroom- and across the district- now have meaningful access to credit-bearing coursework that is more inclusive, engaging, and tailored to diverse learning needs. Andrea and I started by identifying essential standards that matter most for student success. Then, using AI and district resources, we adjusted pacing guides to align with the unique rhythm of a 12:1:1 classroom. We’ve used ChatGPT to rewrite complex texts, scaffold materials, generate formative assessments, and create lesson sequences that build both skills and confidence in students. The result is a more personalized, accessible curriculum—one that provides equity without sacrificing rigor. “This work has been transformative,” Andrea shared. “It’s not just about saving time- which it absolutely does- it’s about giving students access. Access to curriculum, access to learning, and access to achievement.” Indeed, the use of AI has drastically reduced the manual workload required to tailor materials for diverse learners. While every AI-generated resource is carefully reviewed and adjusted before it reaches students, the tool has empowered us to spend less time formatting and more time focusing on pedagogy and student engagement. Andrea’s passion for her students is evident in every planning session. What’s exciting is how AI is amplifying her expertise—not replacing it. It’s a partner in the process, one that makes it possible to dream bigger for students who deserve just as much from their education as anyone else. This project also opens the door for similar innovations across our region. As we continue to support teachers through curriculum development, AI can be an asset in every classroom, from AP courses to Life Skills, helping all students reach their potential. Our collaboration is still unfolding, and we’re excited to share resources and strategies with other educators interested in bringing AI into their curriculum planning. Together, we’re showing what’s possible when human care and technological tools work hand in hand. If you’re interested in exploring how AI can support your students or would like help adapting curriculum for specialized settings, I’d be happy to collaborate! Let’s work together to reimagine curriculum for all learners. In the meantime, take a few minutes to explore ChatGPT on your own – see what you can create and discover! By: Kelsey Eberhard, Coordinator for Exceptional Education Professional Development and Support  Blue keyboard key labeled Distance Learning. Credit: Marina Shemesh, Creative Commons Attribution-Share Alike On January 16, participants from around the region gathered for a day of exploring the resources available through the Distance Learning CoSer. These resources provide additional opportunities for students to be successful in school. Throughout the day, participants heard from representatives from Edmentum, eDynamic Learning, A+ Learning, and the Center for Interactive Learning and Collaboration (CILC) presented on how they can support learning in the region. Please see the following overviews and feel free to reach out with any questions about how to get started!
Edmentum Edmentum is a leading provider of online learning solutions for K–12 and adult learners. Founded in 1960 and formerly known as PLATO Learning, it offers research-backed curricula, assessments, and instructional services. Edmentum partners with educators in over 100 countries to support learning acceleration and academic success. Among the most popular DL related resources from Edmentum are Apex Learning and Courseware, both which can be utilized for credit recovery, credit accrual (with an approved Teacher of Record), and supplemental resources for using alongside an active course. In addition, Edmentum’s Exact Path program is a diagnostic tool that provides data-driven learning paths and powerful teaching tools to scale interventions in K-12 math, reading, and language arts. eDynamic Learning Founded in 2008, eDynamic Learning is a teacher-founded company that provides online career and elective courses for middle and high school students. Its platform features interactive content, reflective discussions, and assessments, with a focus on career readiness and personalized learning paths. eDynamic courses can be utilized through their online platform or the content can be purchased and utilized on any LMS such as Moodle. A+ Virtual Learning A+ Virtual Learning is an online education platform that offers a wide range of virtual learning services for students in grades K-12. Some of the services include virtual classrooms, homeschooling options, instructional support, test & college preparation, and tutoring. Their services help provide flexibility to students, their families, and overall learning experiences. Houghton University Houghton University is a private, Christian liberal arts institution in Houghton, New York, affiliated with the Wesleyan Church. Established in 1883, it offers over 50 undergraduate and graduate programs. The university emphasizes a Christ-centered education and prepares students to serve as scholar-servants in a changing world. CA BOCES has partnered with Houghton for the past three years, giving students in the region access to Early College classes and therefore college credit, at a greatly reduced cost. CILC (Center for Interactive Learning and Collaboration) CILC is a nonprofit organization that connects educators and learners with museums, science centers, and experts through live, interactive virtual field trips. Founded in 1994, it has delivered over 113,000 virtual learning experiences and serves members in more than 100 countries. Other Resources and Support Available Additional resources discussed included Streamable Learning (virtual field trips), Moodle (LMS), Zoom (videoconferencing), and ISS Model Schools Coordinator, Lindsay Simpson, shared a Canva (for Education) presentation on “Designing Engagement: Leveraging Canva for Distance Learning.” January 16th was a great day of learning for all those involved, providing participants with key information on what services were available and how they can benefit all students. If you’re interested in utilizing any of these services or have questions, please feel free to reach out! By: Justin Shumaker, Senior Coordinator for Distance Learning  Screenshot of a Kids Discover page featuring Flags and Other Symbols.  Example page searched by Social Studies Practices. Educators in Pioneer Central School District were introduced to Kids Discover Online as a dynamic resource for enriching Social Studies and English Language Arts instruction during their Staff Development day last month. This resource is available through CA BOCES Learning Resources and is a digital platform offering engaging standards aligned content that supports K-8 teachers with nonfiction reading materials. Teachers have access to interactive articles, rich visuals, and cross curricular tools to help bring history, geography, civics, and culture to life for students of all reading levels.
Teachers were able to see the way that Kids Discover Online with its expansive library of leveled articles allows for differentiation for instruction. Each topic can be accessed in 3 different reading levels, making it accessible for diverse learners and promoting literacy development through compelling and exciting text. In Social Studies, teachers have the ability to filter content through the lens of the NYS Social Studies Framework and target specific Social Studies practices for their grade level. They can then integrate these resources into their lessons and build knowledge and skill aligned to the Framework by using this available resource. By: Rob Griffith, 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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