CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
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History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year. On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks. History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year.
On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks. By: Sean Conklin, Coordinator for Arts Integration and Extra Curricular Events In order to better understand the complexity and make-up of the NYS Social Studies Regents exams, and student performance, social studies teachers at Pioneer came together to analyze the exam and compile data surrounding the content and skills the exam was measuring. The information collected was combined and shared so that teachers would have a record of what content was being asked from the NYS Social Studies Framework, and the way in which the questions were being posed to students. Teachers also examined the types of sources used within the assessment that students would be working with when responding.
At the completion of this work teachers had a better understanding of the exam construct and structure and were able to look at their student results to develop ways in which to better assist and prepare students for both local and Regents assessments in Social Studies. By: Rob Griffith, Coordinator for Curriculum and Professional Development  We ask for, and often receive, suggestions from our teachers and administrators for new products to add to our warehouse. While we try to keep our ear to the ground as far as new products that have a wide appeal and are something we can actually kit, there are lots of things out there that we just don’t know about. Sphero RVR+ is a great example of this.
We have quite a few items in our warehouse made by Sphero, but most of it seemed to be for our younger elementary students and their teachers. One area teacher reached out about Sphero RVR+ and we are pleased to now have these items on our shelves. Here’s a bit about Sphero RVR+ and how these robots can be incorporated into your classrooms. All told, there 2 classroom sets for booking. Each set has six Sphero RVR+ programable robots, accessories, and an accompanying Educator Guide. The Educator Guide is in-depth and has CSDF standards aligned lessons. The robots are drivable right out of the box, packed with a diverse suite of sensors, and built for customization. RVR+ is expandable and made for novice to advanced learners in middle and high school. Here's a bit more from the Sphero website: ENGAGE THE ENTIRE CLASS: Support your learners with 6 RVR+ robots, accessories, and Educator Guides. 1 RVR+ engages 1-2 students, making it ideal for pair programming and collaboration. TEACH WITH CONFIDENCE: The RVR+ Educator Guide contains tips for a successful cross-curricular rollout of RVR+ in your classroom as well as standards-aligned guided lessons and activities. ENDLESS CLASSROOM POSSIBILITIES: The free Sphero Edu app contains hundreds of activities to teach coding and computer science with RVR+, and advanced programmers can level up with Python using compatible 3rd-party hardware. At this point, we only have 2 class sets on the shelves. If demand is high, we will certainly add more. Check them out and see if this might meet your teacher/student needs! By: Alexandra Freer, Coordinator for Media Resources I have the privilege to work with administrators and teachers at Franklinville Central School District. During my time there last year, Jaimie Hulin, 7th-grade ELA teacher at TBA, planned and tested a creative idea to support NYS NG ELA standard 7RI8, trace and evaluation the development of an argument. Those who are closely connected to ELA know that this is a “priority standard,” connecting not only to NYS middle-level NG ELA assessments but also the 11th-grade ELA Regents exam. Here’s Jaimie and her students’ story: Students in seventh grade at Franklinville Central School District started their argument unit a bit differently this year. I have found that students struggle to understand the components of argument writing and how to connect them to their own lives. As such, I decided to begin my unit with a mini project that connects to pop culture. I used YouTube videos by a YouTuber named MatPat. He has a series called “Food Theory,” and while not all of his videos are useful for this purpose or appropriate for school, many are. They are funny and students are interested in his topics. We viewed and analyzed the parts of three different videos, highlighting the parts of the argument and how he used different tools to present his argument. Then, students, in small groups, were tasked with making their own argument videos.
They did not have to do a Food Theory style video, but many did do food topics. Students choose topics ranging from whether aliens exist to is bottled water worth the price. They were guided through the process using the same analysis tools we used to look at his videos. While there were things that I will tweak in coming years, this introduction to the unit was a smash hit that really improved students’ understanding of the process for evaluating and developing arguments. By: Anne Mitchell, Coordinator for Curriculum and Professional Development Empowering Young Learners: A Summer Workshop on Phonics and Phonemic Awareness for Early Educators10/1/2024
In response to the Science of Reading research, educators across the CABOCES region are looking for ways to sharpen their skills and enhance their teaching practices. This summer, a dedicated group of kindergarten through third-grade teachers gathered for a workshop focused on phonics and phonemic awareness instruction. This workshop aimed to equip teachers with the tools they need to foster a strong foundation in reading for their young learners.
Understanding Phonics and Phonemic Awareness Phonics and phonemic awareness are critical components of early literacy development. Phonics involves the relationship between sounds and their written representation, while phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Together, these skills lay the groundwork for successful reading and writing. A Collaborative Learning Environment Hosted at the CABOCES barn training room, the workshop brought together a diverse group of educators eager to share their experiences and strategies. Participants engaged in interactive sessions that included lectures, hands-on activities, and collaborative planning. Led by local literacy expert, Sarah Cartmill, the workshop highlighted the latest research on effective phonics instruction and the importance of integrating phonemic awareness into daily classroom routines. Teachers learned how to create engaging lessons that not only teach these skills but also inspire a love for reading. Practical Strategies and Resources One of the workshop’s key components was the emphasis on practical, classroom-ready strategies. Teachers practiced using various phonics games and activities that could be easily adapted for different learning styles and abilities. From rhyming games to sound sorting exercises, educators left with a toolbox of ideas to implement in their classrooms. Additionally, participants explored various resources, including books, digital tools, and assessments designed to monitor student progress in phonics and phonemic awareness. The focus was on creating a research informed literacy program that nurtures young readers' skills while fostering their enthusiasm for learning. Building a Supportive Network In addition to skill-building, the workshop fostered a sense of community among educators. Teachers shared their successes and challenges, forming valuable connections that will last well beyond the summer. This collaborative spirit not only enhances professional growth but also creates a support network for sharing resources and ideas throughout the school year. Looking Ahead As the teachers wrapped up the workshop, there was a palpable sense of excitement and motivation. Armed with new knowledge and strategies, they are ready to head back to their classrooms, eager to implement what they learned. By focusing on phonics and phonemic awareness, these educators are poised to make a significant impact on their students’ reading journeys. As the 2024-2025 school year begins and children return to school ready to dive into their reading adventures, the influence of this summer workshop will undoubtedly resonate in classrooms across districts within the Cattaraugus-Allegany BOCES region. With dedicated teachers at the helm, young learners will be well-equipped to navigate the world of words and stories, setting the stage for a lifelong love of reading. By: Michelle Rickicki, Senior Coordinator for Curriculum and Professional Development  Pioneer has recently transitioned to FastBridge for Universal Screening Assessments and Progress Monitoring. Our district’s transition to FastBridge significantly improved the efficiency and accuracy of student assessments. The Beginning of Year testing window decreased in time and increased student engagement with the assessment. Using ClassLink for accessibility, teachers and students alike were greeted with ease for the first day of online assessments. Following the assessments, data team meetings were held, and the data that was presented from the FastBridge reports allowed teachers to plan for targeted intervention groups tailored to students’ individual needs following our MTSS-I structures and process. Special Educators also found that FastBridge data reports would be a useful tool when writing IEP goals, and further, progress monitoring those goals would be completed on FastBridge using the subtests and interventions that are available in FastBridge. Tiered Intervention Groups have started, and teachers are eager to see how FastBridge will continue to support students throughout the school year. Prior to FastBridge, our data collection was time-consuming and inconsistent across schools. After implementation, we streamlined universal screening and progress monitoring, allowing teachers to quickly identify student needs with reliable data. The user-friendly platform also made it easier for educators to collaborate on intervention strategies. Overall, FastBridge empowered teachers and enhanced student support. By: Jenna Tost, Coordinator for Curriculum and Professional Development Supporting the New School Year: The Role of Community Schools in Strengthening Our CABOCES Region9/29/2024
 As the new school year is underway, schools across our region face both excitement and challenges. Students are eager to return, parents are hopeful for a fresh start, and teachers are preparing to guide the next generation. Many districts are also experiencing persistent challenges like academic gaps, resource shortages, and the social-emotional needs of students. Community Schools at CABOCES can offer a solution that supports not just students, but entire communities.
What are Community Schools at CABOCES? All students, school districts, families and communities have equitable access to rich resources to improve student learning, strengthen families and create healthier communities. School and community partnerships are empowered and connected in meaningful ways, problems are solved and resources are used effectively. How can Community Schools at CABOCES Support the Districts? The Cattaraugus Allegany BOCES Community Schools Cooperative Service (CoSer) represents a strategy to organize resources so that academics, social and emotional needs, and medical and dental services and supports are integrated into the fabrics of schools. This work helps to remove obstacles to learning and serve the needs of the whole child so teachers are free to teach and students are ready to learn. The community school’s strategy focuses on six key components:
What is the impact on the District? When Community Schools at CABOCES is utilized, the entire district benefits. By addressing the academic, emotional, and social needs of students, these schools help reduce absenteeism, improve academic performance, and increase graduation rates. The holistic model creates a ripple effect: stronger students lead to stronger families, which in turn lead to stronger communities. As we begin a new school year, please consider the Community Schools CoSer 525. Please visit https://register.caboces.org/seminar/admin to see what is offered throughout the 24-25 school year. By: Kelli Forster, Community Schools Resources Coordinator  Duncan Kirkwood shares his perspective on resilience during Summer TECCC Camp 2024. The CA BOCES Summer TECCC Camp received a makeover this year, as it transitioned from the traditional “Tech Camp” to “TECCC Camp”, which stands for “Transforming Education Via Creation, Challenge and Choice”. This three-day professional learning event was rebranded as such to welcome educators of all disciplines and grade-levels, regardless of technological ability. As educators, we know that forming relationships with students and helping them to build resilience are key to having a successful classroom experience. Dr. Duncan Kirkwood, author of Rerouting: Resilience Tools and Tactics, captivated the participants on the first two days of the event with his highly motivational message about building resilience and helping students to cultivate “grit”. In addition to delivering the keynote address, Kirkwood also met with smaller grade-band groups to discuss resilience for a more specified audience. His sessions inspired and delighted the attendees, around 40, each day. When not with Kirkwood, participants attended sessions that focused on creation, challenge and choice. Topics for sessions this year included Microsoft Office Learning Accelerators, Best Apps to Integrate Social-Emotional Learning, Integrating Arts into Education, Distance Learning Highlights, an introduction to Click View and Streamable Learning, and more. Participants also engaged in round table discussions with their grade-band groups, which included collaborative work time. There were several teachers from the region who presented as well; participants were able to choose which sessions they attended so they could create a learning experience that was most meaningful to them. Heather Francisco, STEAM Instructional Coach from Wellsville, presented on Canva, a tech tool that has revolutionized presentations, poster creation, video creation, and more. Genessee Valley teachers Ashley Auman and Abby Marsh presented on “Creative Technologies", including using stop-motion animation and robotics. Donna Slawson, also from Genessee Valley, presented on how to turn Microsoft Teams into a classroom hub. These regional presenters had an incredible impact on the participants, and we are always looking for other amazing educators who are willing to present. If you would like to present next year, please fill out this form and we will contact you when we are accepting Request for Proposals (RFPs) for TECCC Camp 2025.
If you were unable to attend, but you are interested in viewing some of the resources from TECCC Camp, visit our Wakelet, which contains a variety of presentations, websites, and other resources. If you have any questions or would like further information about any of those topics, please feel free to reach out to me at [email protected] so I can connect you with the staff specialist who can best meet your needs. Summer TECCC Camp will return next summer on August 5, 2025 – August 7, 2025. Stay tuned throughout the year; look for announcements about the Keynote speakers and other exciting topics that will be featured at next summer’s event. We hope to see you there! By: Brooke Neamon, Coordinator for Curriculum and Professional Development  Virtual Field Trips (VFTs) are an excellent resource that utilize technology to immerse students in experiences that are normally inaccessible without leaving the classroom. In addition, VFTs are a powerful tool that provide enhanced accessibility and inclusivity, real-world applications, cultural awareness, and global perspectives. CA BOCES Distance Learning uses two services to provide these opportunities to students in participating school districts throughout the region.
The Center for Interactive Learning & Collaboration (cilc.org) has been utilized for many years and features hundreds of partners from around the world. These partners include renowned museums, zoos, science centers, and other experts around the world. Connections through the CILC are live and synchronous, meaning you and your students can interact with the presenter personally and ask questions. In addition, these connections can be scheduled for a time that works for both your schedule and the vendors. Once you fill out this registration form, we will reach out in order to schedule the desired VFT. As a bonus, each participating district receives 1 free VFT through the CILC for the 2024-25 school year. If you’ve never experienced a VFT before, now is a great time to try it out! New for the 2024-25 school year are VFTs through Streamable Learning. This service is included in the base cost for the Distance Learning CoSer so incurs no additional cost. Connections through this vendor can be live or pre-recorded, giving the teacher more opportunities that can be utilized today if needed. Streamable Learning also has 100’s of vendors, many the same as the CILC, but their scheduling of VFTs is different. VFTs through Streamable Learning are pre-scheduled for a certain date and time by the vendor. Once logged in through your schools SSO service, a teacher can schedule a live trip on their own by clicking on the desired VFT. As other districts can also join, interaction between the vendor and individual classrooms is limited to the chat, but still afford opportunities for students to have all of their questions answered! In addition, teachers can search and use any of the hundreds of pre-recorded VFTs at any time. Simply find the VFT desired, pre-screen to ensure it works for your purpose, and press play. With this option, you can play the VFT at any time or pause to add learning opportunities along the way! VFTs are an excellent resource to provide students with opportunities for learning they normally wouldn’t have access to. The Distance Learning team at CA BOCES is here to help you find the opportunities your are looking for to enhance your students education. Please don’t hesitate to reach out! We would love to help! By: Justin Shumaker, Senior Coordinator for Distance Learning This summer, teachers took advantage of two different opportunities to reflect on and learn more about what goes into skilled writing. Using two different texts: The Writing Revolution and The Writing Rope, participants dove into each book exploring the writing process and strategies that promote student writing. Before diving into the texts, participants explored two of the Science of Reading Literacy Briefs released by NYS in January 2024. In looking at the reading-writing relationship, participants reviewed Literacy Brief 3 and reflected how the reading-writing connection is evident in their classrooms. During the summer workshops both texts were utilized as valuable resources for supporting the reading-writing connection highlighted in Literacy Brief 3. The Writing Revolution strategies focus more on integrating writing into all content areas while emphasizing sentence-level writing as a foundation for more complex writing tasks. The Writing Rope offers more of a holistic view of writing, breaking down the key components that need to be woven together to create competent writers. The Writing Revolution (TWR) The Writing Revolution is a method developed by Judith C. Hochman that focuses on teaching writing skills across the curriculum. It emphasizes the integration of writing into content instruction rather than teaching writing in isolation. The six principles of TWR include:
The Writing Rope The Writing Rope is a metaphorical model created by Joan Sedita, which conceptualizes writing as a complex skill that can be broken down into five interrelated strands. Each strand represents a different component of writing that must be taught and developed simultaneously to produce skilled writers. The five strands include:
 This model is based on the idea that writing is a complex task that requires the integration of multiple skills and emphasizes that all strands must be woven together to produce skilled writers. When teaching, by focusing on each strand, educators provide direct explicit instruction on skilled writing to help students become more proficient and confident writers.
The Writing Rope text offers practical, hands-on activities to help educators learn how to teach these strands effectively, ensuring that each aspect of writing is developed in conjunction with the others. By: Jessica Schirrmacher-Smith, 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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