CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
  eSports programs offer a multitude of benefits that can enhance students' academic, social, and personal development. On Thursday, January 23rd, over 55 students from eSports teams representing Andover, Boliver-Richburg, Cattaraugus Little-Valley, Cuba-Rushford, and Randolph school districts attended the first of two regional tournaments focused on “leveling up” student gaming experiences. Students spent the morning in the JCC Jayhawks eSports arena rotating through practice rounds to prepare for tournament gameplay in the afternoon. They were able to meet and play against students from other districts while collaborating and sharing resources, equipment, and game access. Students rotated through rounds of Rocket League, Super Smash Brothers, Mario Kart, and classic Nintendo games, strategizing with their own teams while getting to know students with similar interests IRL (in real life). Students participated in a lunch-and-learn event discussing video game character development and worked on designing their own character avatar. Students were led through an example of how a character is developed and then were tasked with creating a character outline including identity, location, and abilities. Connections were drawn to students’ ELA classes, demonstrating to them how creative writing prompts can be used to create a character’s backstory and how archetypes found throughout classical literature and mythology are applied to game characters to help create environments and drive gameplay narratives and objectives. The afternoon was spent back in the eSports arena in bracketed competitions for the following games:
 Tournament Winners Included: Rocket League – 3v3 Team Tournament Play
Super Smash Bros – Individual Player Tournament Play
Mario Kart – Team Tournament Play
  Overall, video games offer so much more than just entertainment for our students; they can serve as powerful tools for teaching valuable skills that extend far beyond the screen. eSports teams often provide a social aspect to gameplay that students may not otherwise have in their extracurricular lives. Present day gaming occurs across dynamic platforms with games that can teach students an array of valuable skills including:
Teamwork and Collaboration eSports teams require students to work together to achieve common goals, mirroring the dynamics of traditional sports. Players must communicate effectively, strategize collectively, and support one another to succeed. These experiences foster teamwork and collaboration skills that are crucial in both academic and professional settings. Strategic Thinking and Problem Solving Many video games, especially those in competitive eSports, demand high levels of strategic thinking and problem-solving. Students learn to analyze complex situations, make quick decisions, and adapt to changing circumstances. These cognitive skills are transferable to real-life scenarios, from academic challenges to career tasks. Leadership and Responsibility Being part of an eSports team can help students develop leadership qualities. Team captains and other leading roles learn to motivate peers, organize practice sessions, and make critical decisions. This responsibility nurtures leadership skills and a sense of accountability. Time Management and Discipline The key to eSports over individualized gaming is balance. Balancing schoolwork and personal wellness with gaming requires effective time management and discipline. Students involved in eSports must learn to prioritize tasks, set schedules, and meet deadlines. These habits can lead to better academic performance and a more organized lifestyle as they realize their time away from the screen is just as important as their time on it. Technological Literacy In a world increasingly driven by technology, being comfortable with digital platforms is a student’s most important asset. Video games expose students to various technological tools and systems, enhancing their overall technological literacy. This familiarity can open doors to careers in IT, game design, coding and development, and other tech-related fields. Creativity and Innovation Many video games encourage creative thinking and innovation. Games that involve building, designing, or storytelling allow students to express their creativity and think outside the box while open ended narrative allowed for unstructured play and expression at any age level. Thanking creativity requires training one’s brain and video game play can lead to the development of innovative ideas and solutions. Stress Relief and Mental Health Playing video games can be a great way for students to unwind and relieve stress. When balanced with other activities, gaming can contribute to better mental health by providing a fun and engaging outlet for relaxation. The multi-level access point of digital gaming allows students to interact over platforms Cultural Awareness and Diversity eSports teams and online gaming communities bring together players from diverse backgrounds and cultures. Interacting with peers from across the county to around the world helps students develop cultural awareness and sensitivity, fostering a more inclusive and empathetic worldview. Video game stories and characters are being develop from increasingly diverse source materials providing students with exposure to different cultures and histories they may otherwise have never encountered, making them more cognizant of the experiences of others. As education continues to evolve, embracing modern tools that are referential to students’ lives is essential for providing unique learning opportunities that prepare them for the challenges and opportunities of their future. Events like this tournament create engaging outlets for high spirited competition and fun and we are grateful to JCC and their eSports team for allowing us to use their top-tier spaces and impressive equipment to enhance our students’ experience. By: Sean Conklin, Coordinator for Arts Integration and Extra Curricular Events Ninth Graders at Cattaraugus Little Valley Central School Create Inspiring Podcasts Using Canva1/29/2025
 Josh Whiteman collaborates with students in Ms. Alice Krumphardt's class at Cattaraugus-Little Valley. At Cattaraugus-Little Valley Central School, 9th graders in Ms. Alice Krumphardt’s English class took part in a creative project that blended technology, storytelling, and life lessons. Inspired by the novel Tuesdays with Morrie by Mitch Albom, the students used Canva to create their own podcasts. In the book, Morrie often tells the narrator, “Talk to me,” encouraging meaningful conversations, which became the heart of this project. This project did not come about overnight; Alice worked with CA BOCES Model School Team member, Josh Whiteman, over the summer to develop the outline for the project. After the groundwork for the project was established, the work within Canva was modeled and practiced throughout the rest of the day. This ultimately led to Josh providing a full day’s worth of model lessons with Alice’s students in the fall, and the students were highly interested and engaged in the project right way! Instead of simply discussing the novel, students interviewed a role model in their own lives—someone they looked up to for advice and wisdom, just like how Morrie shared his thoughts with the narrator. Each student chose a person they admired, whether it was a family member, coach, or community leader, and asked them thoughtful questions about life, challenges, and their personal experiences. Using Canva, the students learned how to design and produce their podcasts with ease, creating engaging content that included music, visuals, and personal stories. The simplicity and versatility of Canva allowed them to bring their ideas to life in a way that felt professional and creative. What made this project even more exciting was the real-world connection to careers. Podcasting is becoming a popular form of media, and students got a taste of what it's like to produce and share content in a digital space. They developed important skills like editing, storytelling, and public speaking—all essential for future careers in technology and media. All in all, Ms. Krumphardt reported that the project went over very well, and the submissions were excellent. She is looking forward to repeating the project in the future!. With technology playing a bigger role in our daily lives, projects like this give students the chance to get hands-on experience while learning to use modern tools. Through their podcasts, students not only shared the wisdom they gained from their role models but also practiced using tech to create something meaningful. The podcasts were a hit, showing just how powerful storytelling can be when paired with technology. Like Mitch Albom learned from Morrie, these 9th graders gained valuable insights from their interviews and had the chance to share them with their peers. The project was a great example of how literature, life lessons, and tech skills can come together in a fun and engaging way at Cattaraugus Little Valley Central School. By: Josh Whiteman, Coordinator for Curriculum and Professional Development  Of the eight Science Practices in the NYS Science Learning Standards, “Developing Models” is probably the most compatible with any grade level. A model is a representation of an idea or phenomenon that otherwise may be difficult to understand, depict, or directly observe. Models are used in science for describing, explaining, and predicting natural phenomena and communicating scientific ideas to others. Models can include drawings, diagrams, simulations, replicas, analogies, equations, and graphs. In addition to students using models as scientists do, models can be used by teachers to identify preconceptions at the beginning of a lesson series or unit, evaluate how much students are gaining from their investigations or research amid a series of lessons, and assessing the proficiency at which a student understands a scientific concept at the end of a unit. Models can be used in any lesson series, and should be revisited and revised as students gain new information.  Because models do not have to include words, they allow entrypoints for all students to portray their ideas about how something works. Students that don’t yet know how to read or write, or English Language Learners that cannot yet speak English, can still develop a model of their thoughts to portray their understanding or concepts. Recently at our Middle School Collaborative Learning Community workshop, Kailyn Tanski, an 8th grade science teacher at Randolph Central School District, shared strategies that she uses with her students that involve developing models. Some of her ideas included developing diagrams of the Sun-Earth-moon system to describe why we see patterns in the sky; developing diagrams of the impact of height on potential energy; personifying scientific concepts into children's stories; gallery walks for all students to view, question, and comment on other classmates’ models (and then go back to revise theirs); silent whiteboards, where a group of students must create a diagram of their collective thinking... without speaking! In addition, Kailyn often offers choice of how students want to depict their understanding in RAFT activities or Think-Tac-Tos.  As an analogy for how models work in science, Kailyn used sets of dice and a hypothetical scenario about polar bears and fish. Given a few simple clues we (as the “students”) had to try to draw our thoughts about the way the dice numbers related to the number of polar bears and fish. Once each group had some ideas, Kailyn would reveal more clues. These clues might either confirm our original thoughts or totally inspire us in another direction. Again, Kailyn offered some more information that helped us further refine (or edit) our ideas. This fun and interactive lesson could be used at any grade level and would help students understand that we are not expecting the right answer from them – not at first anyway – especially if they don’t have all of the information they need to draw an accurate conclusion. This is the way real science is done by professional scientists – and by all of us every day. For example, when I wake up in the morning, I want to know how I should dress to head out to my car. Lately, I’ve shivered a little as I leave my warm bed and I look outside. I note that some of the tree branches have a couple inches of snow piled on them. My first conclusion is I will likely need long sleeves and pants today. With no further information, I may be really disappointed if I leave my house without a thick winter coat, and tall boots. I’ve learned to check the back deck, too. Are there still footprints from my dogs going outside last night? Yes – then no boots needed, since I shoveled before bed. No – then it must have snowed more since I shoveled, probably need boots. Sometimes, that’s all I have time to assess, so I run out with a winter coat and booties. And sometimes I’m still frustrated because I gain information too late – such as when my foot sinks into the 6+ inches of snow, and climbs in overtop of my ankle boots (should have gotten the big ones out!). I’m sad I didn’t think to check the temperature, because even my heated steering wheel won’t make up for the frozen stiff fingers I now have due to not grabbing gloves. We can all relate to this – and to take it further – scientists go through this process regularly in their careers. Good scientists continue to gather more information, and don’t stop at the second glance out the window. Each time they get more information, they revisit their original ideas, making adjustments based on the new information. In the way we are now teaching science, students are introduced to a phenomenon and can be asked to draw out a model of what they think is happening, what is causing the phenomenon they are observing, or how something works... After they investigate a related concept – whether through experiment, research, use of a simulation, or real-time observation – they revisit their initial model to make any changes, additions, or subtractions to their first thoughts. This cycle continues through the lesson series, until, ideally, all students arrive at a similar conclusion. Even so, the conclusion isn’t the goal, the process of making sense is. A simple way to incorporate models into a lesson series is illustrated below.  For more ideas of how to use the Science Practices, visit my Wakelet collections, where I have one dedicated to each.
By: Kelli Grabowski, STEM Coordinator  A while ago, I had a PE teacher contact me and ask if we had drunk goggles. Of course, at first, I thought he was pulling my leg, but he was most definitely not. After a bit of research, I found out that drunk goggles are a real thing. Also known as "impairment goggles," they are specialized devices designed to simulate the effects of alcohol or drug intoxication on vision, coordination, and balance. These goggles are often used in either Health or PE classes to raise awareness about the dangers of impaired driving and substance abuse. By mimicking the disorienting effects of intoxication, drunk goggles provide students with a simulated firsthand experience of how alcohol and drugs can impair critical motor and cognitive functions.
How Do Drunk Goggles Work? Drunk goggles use specially designed lenses that distort vision in ways that replicate the effects of being under the influence. Depending on the model, the goggles can simulate varying blood alcohol concentration (BAC) levels, ranging from mild impairment to severe intoxication. Common visual distortions include:
These effects are often accompanied by tasks like walking a straight line, catching a ball, or operating a simulated vehicle. The results are typically eye-opening, as students struggle to perform even simple actions. The Learning Resources center has a couple sets of these drunk goggles on the shelves. Called the Fatal Vision Alcohol Program kit, each kit has 5 goggles with varying degrees of estimated Blood Alcohol Concentration (BAC) levels. There is also as set for Tunnel Vision. This experience will help students realize how susceptible they are to the potentially dangerous consequences of alcohol impairment when driving and even while walking. Check them out! By: Alexandra Freer, Coordinator for Digital Resources and Technology This past month several districts in the CA BOCES region participated in the Curriculum Coordination for Administrators & Coaches workshop held at the main center in Olean. The focus for this year with these workshops has been on alignment. Participants have been working to both understand and create a cohesive, well-structured curriculum that aligns to district goals and standard outcomes. This past session focused on alignment for success through the perspective of all the stakeholders in a district. A key benefit in curriculum alignment is the establishment of common goals. Participants were led in various activities and exercises to better identify and understand expectations in their district and then examine best practices for student’s success, understanding that alignment is not conformity, but also flexibility assisting in addressing and meeting the unique characteristics and needs of each student within their school.
Working and learning together throughout the day participants explored and developed ways in which to create a more unified approach to instructional preparation and delivery within their schools. They were able to examine core concepts within standards and identify the key elements for success that transcend grade levels and content areas. This group will continue to meet and learn in order to be equipped with the tools and knowledge to increase student achievement in their schools. By: Rob Griffith, Senior Coordinator for Curriculum and Professional Development  In this episode, we interview Bruce Markeson to discuss the incredible virtual field trip opportunities offered through the Baseball Hall of Fame. Learn more about the Baseball Hall of Fame and how your students can experience a virtual field trip.
You can subscribe and listen to CA Today on most podcast platforms.  Teachers get grounded on their core values for teaching pre-K students. In the world of early childhood education, every day is a new opportunity to make a lasting impact on young minds. For pre-kindergarten (pre-K) teachers, understanding and aligning their core values is essential for creating an environment where children can thrive, explore, and learn through meaningful experiences. On November 18,2024, a group of pre-K teachers came together with a shared mission to reflect on their core values, discuss how those values shape their teaching methods, and ultimately, explore how they can bring play-based learning to the forefront of their classrooms. This collective effort has not only helped them grow as educators but has also laid the groundwork for a richer, more engaging learning experience for the children they serve. Coming Together to Reflect on Core Values Before diving into how to incorporate play-based learning, the teachers gathered for a deep and thoughtful discussion about their core values. These values—beliefs that guide their actions, decisions, and interactions with children—are the foundation of their teaching philosophy. Each teacher took time to unpack what they believed to be the most important principles that guide their practice. Some of the core values that emerged were:
By sharing and reflecting on these values, the teachers developed a deeper understanding of how their personal beliefs influence their teaching methods and interactions with students. This reflective process also encouraged them to think critically about the importance of creating a classroom culture where children are not just learning academic skills but also growing emotionally, socially, and creatively.  Teachers browse the CA BOCES collection of kits and physical classroom resources. Play-Based Learning: A Natural Fit with Core Values Once the teachers had aligned their core values, the conversation turned to how those values could translate into everyday teaching practices. It became clear that incorporating play-based learning was a natural extension of the principles they held dear. Play-based learning emphasizes hands-on, child-centered experiences that engage children in creative problem-solving, social interactions, and critical thinking. It is through play that children develop the cognitive, social, emotional, and physical skills necessary for success in school and in life. The teachers recognized that play-based learning not only supports their core values but also provides the ideal platform for children to express their curiosity, build relationships, and develop essential skills. Whether it’s through dramatic play, building with blocks, or experimenting with sensory materials, play allows children to engage with the world in meaningful ways. Sharing Ideas: Incorporating Play into the Pre-K Day With a clear understanding of their values and the importance of play-based learning, the teachers brainstormed ideas on how to incorporate more play into their daily routines. They also explored the Learning Resources warehouse, using the play-based media kits as a launch for innovative ideas. Here are just a few of the ideas they shared:
Building a Stronger Collaborative Learning Community: PK CLC As the teachers shared these ideas and began to explore implementing them into their classrooms, the results were immediate and powerful. Not only did the teachers engage more deeply in their learning, but the collaborative relationship in this learning community also grew stronger. Many teachers expressed relief as they felt more connected to one another, respected each other’s ideas, and developed greater confidence in their abilities. Moreover, the teachers are hopeful that by focusing on play-based learning and aligning it with their core values, they will be better able to meet the emotional and developmental needs of each child. Instead of rigidly sticking to traditional teaching methods, the teachers embraced a more flexible, responsive approach that encourages exploration, creativity, and self-expression. With this focus in mind, the PK teachers are looking forward to continuing their collaborative learning on February 25, 2025 and April 8, 2025.  Collaboration is at the heart of our pre-K collaborative learning community. Conclusion: A Journey of Growth and Discovery
The journey of coming together to reflect on core values and incorporating play-based learning into the pre-K day was a transformative experience for both the teachers and their facilitators. Through thoughtful collaboration, open dialogue, and a shared commitment to nurturing the whole child, the teachers were able to create a learning environment where curiosity, creativity, and connection are at the heart of every lesson. As the teachers continue to reflect on their values and adapt their teaching methods, they remain focused on their ultimate goal: providing the best possible foundation for young learners to grow, explore, and thrive. By embracing play-based learning, they are not only helping children succeed academically but also fostering a love of learning that will last a lifetime. By: Michelle Rickicki, Senior Coordinator for Curriculum and Professional Development Building effective partnerships between teachers and teacher assistants is crucial for creating a supportive educational environment. These partnerships can greatly enhance the learning experiences of students. In November, a group of teachers and teacher assistants came together to strengthen their collaboration through a regional workshop at the CA BOCES CTE Center in Olean. Participants focused on developing a solid foundation for their partnership. They worked to support each other, recognizing that their combined efforts could lead to better outcomes for students. This collaboration allowed them to share insights and strategies that they had found to be effective in their classrooms. By understanding each other's roles and responsibilities, they worked to build a strong team dynamic that fosters mutual respect and trust. One of the key aspects of this Workshop was the in-depth conversations participants engaged in. These discussions not only allowed participants to voice their ideas and concerns, but also provided an opportunity to reflect on their practices. By diving into literature related to teaching methodologies and student engagement they were able to ground their discussions in research-based strategies. This exploration of literature encouraged critical thinking and helped participants to identify new approaches to enhance their teaching methods. There will be another opportunity to join this Regional Training in February 2025. If you're interested in attending, please ask your district's registration representative to enroll you and bring your team to see what learning and growth you can share with others from across the region. The partnership between Teachers and Teacher Assistants plays a vital role in fostering a collaborative educational environment.  By: Bonnie Wagner, Coordinator for Exceptional Education Professional Development and Support
 Districts have access to Sora, a FREE and fantastic platform that offers over 8,100 audiobooks and ebooks for readers of all ages, from PreK - Adult. You’ll find popular NY Times Best Sellers, timeless classics, historical fiction, biographies, read-alongs, and even professional titles featured in our ISS trainings. I’m excited to introduce the new NY Reads LOTE collection! Over 1,689 titles in 19 languages, including adventures like Diary of a Wimpy Kid, Harry Potter, Percy Jackson, can be borrowed with just a click! With 960 titles for elementary school, 241 for middle school, and 488 for high school, there’s something for everyone in this amazing collection. Once a title is downloaded, users can enjoy reading or listening offline for up to two weeks before it’s automatically returned. Plus, there are cool features to personalize your reading experience (screen contrast, changing font style and size, adjusting speed of audiobooks, defining words, bookmarking pages, highlighting text, and note-taking). If you’re not sure where to start, click on Collections and scroll through Just Arrived, Thrills & Chills, Read Before You Watch, Book Tok Made Me Read It, Listen Up, Most Popular, and so many more categories.  By: Cece Fuoco, Senior Coordinator for School Library Systems
A new course this year for sixth graders at Olean Intermediate Middle School (OIMS) is called Computer Literacy. The teacher is Mr. Penston and he’s been giving his sixth graders many new experiences with the JASON Learning STEM curriculum bringing in coding and helping them practice their keyboarding skills. Mr. Penston has been working on planning out a curriculum from JASON Learning to give students different activities in sixth grade that will hit some of the new New York State Computer Science & Digital Fluency Standards (CSDF). The kids are having a great time as they learn to collaborate and problem solve. One of the projects that really got the kids excited was having the students use Blockly software to program Dash robots to navigate a path on their classroom floor. Mr. Penston taped off a path that the students needed to try to have their Dash robot travel while not leaving the path. Mr. Penston used blue painters’ tape to construct a winding path from the front of his room to the back. Students used Blockly to create a programming code to give the Dash robot specific instructions on how to move. As the students took turns to run their program with the robot on the path they would make note of any issues or missteps and go back to their Blockly program to fix the error. When a student made it farther than anyone else, Mr. Penston would write the student’s name on the floor in pencil where their robot stopped or left the path. This added another level of competition and also motivated the sixth graders to continue to improve their code. This section of the course using Blockly with the Dash robots got Mr. Penston’s students into learning how to plan, operate their plan, and then reiterate and try again. Nothing is easy or handed to them. They can watch others try it out and learn together, all the while trying to set a new mark for the farthest along the path. This helps expose all of the sixth graders to many of the CSDF standards, all in one class. The students took a survey at the end of the Dash project and they were very positive about the time spent troubleshooting and adapting their coding. Moving forward, the students took the next few weeks to practice keyboarding in class to help them better prepare for the NYS 3-8 assessments which are moving to computer-based testing in ELA, Math, and Science. These sixth graders will be taking ELA and Math this year on a laptop and the more confidence they can have typing, the better they will do on those assessments. Mr. Penston is also going to start having the students take the next step from Blockly to Scratch programming and will be having the Olean sixtth graders working on creating their own video game in Scratch. Exciting times are ahead at OIMS! Thank you, Mr. Penston, and good luck programming to your sixth graders. By: Mark Carls, 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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