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.

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.
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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]
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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