Thank you for all the hard work, care, and heart you pour into every day to serve our students and programs. We are so proud of and thankful for the ENTIRE team that makes up P16.

Here’s to a new year filled with growth, joy, and all the good things each of you deserve. Wishing everyone an incredible 2025!

Sincerely,

Lisa, Tyler, Shannon and Kas

This partnership will allow individuals with disabilities to gain work experience in a full-service coffee shop housed within W-FL BOCES’ Regional Support Center in Newark.

The Arc Ontario and Wayne-Finger Lakes BOCES are excited to announce a new joint endeavor that will create meaningful employment preparation opportunities for individuals with disabilities.

The two organizations have joined forces to establish a coffee shop service featuring North Star Coffee at the Orchard Cafe, located within The Conference Center at BOCES’ Regional Support Center in Newark. This new opportunity is aimed at providing vocational training and hands-on experience for people with disabilities in the Wayne-Finger Lakes community.

This convenient service will allow visitors to enjoy fresh coffee, hot tea and other beverages, while offering a supportive learning environment for individuals with disabilities who will be involved in the operation of the cafe.

As we continue to build and refine our Multi-Tiered System of Supports (MTSS), it's essential that we align on key data protocols and focus areas to ensure a strong foundation for success in the upcoming years. In 2024-25, we are focused on setting up systems that will allow us to better monitor and support student progress, and in 2025-26, our attention will shift toward refining curriculum alignment to strengthen our MTSS framework. This journey requires collaboration, data-driven decision-making, and professional learning opportunities to ensure that all students thrive.

In alignment with our MTSS goals, we are excited to offer continued professional learning opportunities for both building leaders and teachers. These opportunities are designed to enhance your ability to use key tools—such as i-Ready—to drive instruction and support student success.

As part of this ongoing support, we will be offering i-Ready training sessions. These sessions are focused on empowering educators with the skills and knowledge necessary to maximize the use of i-Ready data and instructional tools within our MTSS framework.

On January 9th, building special education building principals will gather for a comprehensive Leadership Training Session, which will provide an in-depth overview of i-Ready components and explore the alignment of the program with our core MTSS needs. This session will provide clarity on how i-Ready fits into our broader efforts to support teachers and drive instruction effectively.

As we move through these professional learning opportunities, it’s important to remember the larger context of our work. The integration of i-Ready data within the MTSS framework is central to identifying and supporting students at all levels. By ensuring that we have the right systems in place and that we’re using data effectively, we can make informed decisions about curriculum adjustments and instructional practices that will benefit all students.

In the years ahead, the goal is clear: In 2024-25, we will focus on setting up the systems to collect and interpret data in meaningful ways. By 2025-26, we will use that data to make targeted curriculum changes that will support every student’s unique learning needs.

We look forward to beginning this work on January 9th with building administration for the i-Ready Leadership Training. Additional training opportunities will be made available for our teachers and counseling staff in the coming months. Together, we will continue to strengthen our MTSS framework and improve outcomes for all students.

On behalf of P-16 and the entire Wayne Finger Lakes BOCES community, we are thrilled to welcome all of our new employees! Whether you’re joining us as a teacher, support staff, counselor, or in any other capacity, we are excited to have you as part of our team. Your unique contributions will play a vital role in the continued growth and success of our organization and the students we serve.

At Wayne Finger Lakes BOCES, we are committed to fostering a culture that embodies our five core values—Workforce, Future, Leadership, Belonging, and Unified. These guiding principles shape everything we do and help ensure that every member of our community feels valued, supported, and empowered. As you begin your journey with us, we want you to know that we are committed to creating an environment where you can thrive both professionally and personally.

We are excited to introduce the following new staff members who have joined the Wayne Finger Lakes BOCES family in November, December, and January. Their dedication and expertise will further strengthen our team and our mission to support every student and family we serve:

New certified hires – November/ December/ January

Melanie Bagshaw – Teacher Assistant/MEC (November)

Sarah Mandara – School Counselor/MEC (November)

Julie Wiant – Occupational Therapist/ MEC (November)

Shannon Blevins – Special Education Teacher/MEC (December)

Christiana Cuykendall – Teacher Assistant/ NEC (December)

Kaitlynn Dillon – Teacher Assistant/NEC (December)

Monica Kastner – School Counselor/ FLSS (December)

Shari Stone-Fredericks – School Counselor/WEC (January)

New non-certified hires – November/ December/January

Alleyea DeChick – Teacher Aide/MEC (November)

Madison Lewis – Teacher Aide/FLSS (November)

Rebecca Moore – Teacher Aide/ RJEC (November)

Amanda Silverio – Teacher Aide/ MEC (November)

Mercedes Capostagno – Teacher Aide/NEC (December)

Jacqulin Shanley – Teacher Aide/ WEC (January)

Alexis Sennett – Teacher Aide/ MEC (January)

Mikel Blair- Teacher Aide/ RJEC (January)

Alexander George – Teacher Aide/MEC (January)

We are grateful to have such talented and passionate individuals join our community. Please take a moment to welcome them and offer your support as they transition into their new roles.

In addition to welcoming new team members, we’d also like to share some important updates regarding our workforce since July 1st. These changes reflect the ongoing growth and evolution of our organization as well as persistent recruitment efforts.

On November 18, two WTCC Seniors from the Culinary Arts Program had the opportunity to work a tasting station at the 2024 ACF Rochester Chef of the Year competition. They did an outstanding job and received many compliments on their professional and positive attitudes. Pictured below are Chef Dan MacDonald and Chef Brian Mattice with their two senior students.

FLTCC Education Professions Teacher Keith Roll's students, both Juniors and Seniors, finished their first internship in October. Seniors went to RJEC, and Juniors went to their home school district's elementary schools. On the second round of internships for the juniors, every single teacher enthusiastically accepted these students back.

We have partnered with Staff Development to arrange for an after school series of (paid) professional development for aides and TAs. The first session will be virtual and our pilot. Please sign up and join us. You can find the sign up LINKS here or in the PDF link listed below.

We are still recruiting representatives from many sites to help serve in advisory review of our Code of Conduct. Please contact your Principal if you are interested in being part of the work!

The Use of Self involves several key principles that help educators and school staff support students effectively, particularly during times of stress like the holiday season or the return from breaks. These principles include:

1. Self-awareness- Being mindful of how your own stress levels or personal experiences may affect you during these times.

2. Self-Regulation-Using strategies like deep breathing, mindfulness, or other grounding techniques to de-escalate your own stress while modeling healthy coping mechanisms for students.

3. Self-Care-Seeking support from colleagues or supervisors when needed to maintain your resilience through reflective practice. This may simply include having them help you set aside time for activities that recharge and rejuvenate you, such as exercise, hobbies, or relaxation.

4. Relationship Skills and Attunement-Demonstrating genuine care and responsiveness to strengthen the relational bond and create a sense of safety. Holidays represent different experiences for everyone being attuned is so important during these times.

Here is a quick article to help staff and students navigate returning from holiday break times. Please take a minute and read as we will look at this as some of our TCIS refresher work!

Starting in January, all new staff will be scheduled for a one time monthly pd event (3 hours) to ensure we continue to provide the same level of needed training for all new hires. New staff should expect to be invited to one monthly session during the work day. This session will be based on TCI and trauma informed techniques and understandings.

Returning from Winter Break is a GRRREATT time to circle up! Here are some samples to consider and modify for your use.

Norms (thank you Lisa B!)

Community Building

A reminder to all of our K-6 classrooms, that implementation of our new math series has begun. Our office has purchased a full set of K-6 manuals for each elementary site so that teachers can have access to the entire program to serve as reference for its scope and sequence.

Our Year 1 plan is now live and can be found in the link included in the Prime Learning section prepared by April Seeley. (see below)

Did you know, Clinical Support Services offers the services of a Board-Certified Behavioral Analyst for comprehensive behavioral consultations, including the development and implementation of behavior support plans and functional behavior assessments. Districts are encouraged to contact Kas Wheeler or Carrie Case for more information.

Celebrating Our Multilingual Students and Teachers

Three teachers; Melissa Ridely, Lisa Roof and Sarah Zuniga, travel to six districts and two Wayne-Finger Lakes programs to support students on their journey to learn English. As a former English Language learner, I can speak to the incredible lifeline these services represent.

Student Reflections

When asked about their experiences in the program, students were eager to share how the program supports them.

• 8th grade student from Mexico: “It helps me because I’m learning English”.​
• 6th grade student from Puerto Rico: “I think writing and a little bit of reading”.​
• 5th grade student from Cuba: “It has helped me because now I can read sentences and understand things in class better and when the teacher says things now, I know it.”​
• 11th grade student from Ukraine: “It has made me more successful. It helps me get ready for my other classes”.​

Students are preparing for bright futures and shared their plans.

• An 8th grade student from Mexico: “I want to be a marine because I like the sea”.
• A 6th grade student from Puerto Rico: I want to be a boxer or a singer because I like singing and watching boxers.
• A 5th grade student from Cuba: “I see myself as a doctor in Miami. I want to help people and save lives. Maybe, one day, I can discover a cure for cancer. “
• An 11th grade student from Ukraine: I want to be a commercial pilot in the United States.

Teacher Leaders

Lisa Roof and Melissa Ridely are leading the way by presenting at the annual New York State Teachers of English to Speakers of Other Languages Conference. At the conference, they have learned from diverse speakers and connected with other ENL teachers. From learning games to supporting Burmese refugees, they have presented on various topics. Last year, they even did some team building (aka “ax throwing”). This year’s event was hosted in Rochester and the team presented on, “Creating Lasting vocabulary Connections”.

Teacher Reflections

Lisa shared that her multilingual students work hard and inspire her daily. One student from Mexico spent summer mornings learning history from his grandfather while herding cattle on horseback. Another student from Ukraine attended college classes online while simultaneously going to high school in the U.S. and playing competitive volleyball in his spare time. Over the years, she has learned various things from her students, from Quinceanera dance steps to beekeeping practices. She hopes to always prioritize hearing her students' voices over the noise of standards and tests, as they are her heroes.

Sarah Zuniga expressed the privilege of working with multilingual students who amaze her with their work ethic and ability to learn a new language while maintaining their home languages. She has taught students who were fluent in four languages by second grade. According to her, these students enrich the learning environment for everyone.

Melissa emphasized the mutual exchange of learning between teachers and students. She feels fortunate to have worked with amazing students and their families. ENL teachers strive to create an environment that honors students' cultures and beliefs, encourages them to share their experiences, and celebrates who they are. Many students come to school to gain knowledge not just for themselves but to bring it back to their families. She shared stories of students who helped their families communicate in English and boost their confidence by sharing their life experiences in class. She is dedicated to providing her students with the skills they need to succeed in school while gaining a window into their amazing lives.

Final Thoughts

Our multilingual students and dedicated teachers create a vibrant and enriching learning environment that benefits everyone involved. The diverse backgrounds and experiences our students bring to the classroom not only enhance their own education but also inspire their peers and educators. As we continue to support and celebrate our multilingual community, we recognize the invaluable contributions they make to our schools and society. By fostering a sense of belonging we are preparing students to be future-ready. We empower our students to thrive and make meaningful impacts in their communities and beyond.

As you may have heard, there have been many changes proposed in regards to APPR from NYSED. When we are ready, this will require us to move from 3012-d to 3012-e. BUT, before any of that is put into motion, we will be making time to dig into the NYS Teaching Standards. Principals will be provided with a monthly turnkey PD item to share with their buildings. These are being developed for P16 by Kas Wheeler, Director of Shared Services and Special Programs.

The first deep dive will be:

Knowledge of Students and Student Learning

Teachers understand the developmental stages of students and how they learn. They use this knowledge to create engaging and effective learning experiences. This includes understanding students' cognitive, social, emotional, and physical development, and adapting instruction to meet diverse learning needs.

A. Piaget Learning theory: Stages of Cognitive Development

a. Jean Piaget's theory of cognitive development outlines how children's thinking evolves through four distinct stages, each characterized by different cognitive abilities and ways of understanding the world. b. Piaget Learning Theory: Stages Of Cognitive Development – TeachThought

B. A Vygotsky's Cognitive Development Theory

a. Lev Vygotsky’s theory emphasizes the crucial role of social interaction and cultural influences in shaping a child’s mind. This article discusses Vygotsky's stages of cognitive development and their impact on learning

b. Vygotsky's Cognitive Development Theory: Stages and Impact

C. DAP: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals

a. The National Association for the Education of Young Children (NAEYC) discusses developmentally appropriate practice (DAP) and how to plan and implement an engaging curriculum that is culturally and linguistically responsive and developmentally significant

b. Principles of Child Development and Learning and Implications That Inform Practice | NAEYC

D. DAP: Teaching to Enhance Each Child’s Development and Learning

a. Another NAEYC resource that outlines developmentally appropriate teaching practices. It emphasizes the importance of creating a caring community of learners and using intentional teaching strategies to foster development and learning across all domains

b. DAP: Teaching to Enhance Each Child’s Development and Learning | NAEYC

• Parent Square
• Updating our Field Trip Request process
• Erin's Law Programming across all Special Education sites
• March Superintendent's Conference Day
• Observations/Evaluations
• Code of Conduct Review
• PDP Plan Development

• Bloomfield
• Canandaigua
• Dundee
• Lyons
• Manchester Shortsville (Red Jacket)
• Newark
• Palmyra
• Phelps-Clifton springs/ Midlakes
• Red Creek
• Seneca Falls
• Sodus
• Victor
• Waterloo

This time of year can impact many of us differently. The stress of the holidays and lack of actual sunlight can contribute to someone feeling sadder than usual. Some researchers say this could be due, in part, to a drop of serotonin in the brain.

Serotonin is a neurotransmitter, a chemical that helps transmit signals in the brain. It plays a crucial role in regulating mood, emotions, and behavior, influencing feelings of happiness and well-being. In addition to mood regulation, serotonin impacts sleep, appetite, digestion, and even memory. Low levels of serotonin have been linked to mood disorders such as depression and anxiety, making it essential for mental health. It is often referred to as the "feel-good" neurotransmitter because of its role in promoting positive emotions and overall balance in the body.

One of the benefits that could assist during this time is taking advantage of the Employee and Employer Support Services. "The Employee and Employer Support Services (EESS) is designed to empower employees by offering support when facing life’s challenges, fostering individual growth and resilience. The Employee and Employer Support Services is a free, confidential service provided by your employer and is available to employees and their dependent family members." We have linked their brochure below in case you or a member of your family need confidential support.

Thank you Beth Falsone and colleagues!

Certification – We are now also cross contracting with Cap Region BOCES for an EXCELLENT resource to assist with all certification questions. Reach out if you need assistance.

Regional Certification Office

900 Watervliet Shaker Road, Suite 102

Albany, NY 12205

certification@neric.org

518-862-4918 phone

518-862-4903 fax

We've been working hard to complete some needed projects and bring coherence to the work across all sites. Here are some links you may find helpful!

Related Services Form

1:1 Aide Form

Annual Review/Re-eval CSE Meeting Checklist

Re-evaluation/Evaluation Request form (for districts)

PD Plan Link

Casemanager Link

Second Step Pacing Guide

Timeout Tip Sheet

Code of Conduct

District Safety Plan - from John Kelly

"The Wayne-Finger Lakes Teacher Center in Newark was established in 1985 to train teachers and support staff to build capacity, instructional skills and assist in setting high standards that help lead students to greater achievement.

The Center is an approved provide of CTLE credit hours for required state teacher professional licensing renewals. All offerings are free of charge.

The Center, along with 20 facilitators, serve approximately 3,500 educators from nearly 30 different educational institutions (public and nonpublic schools, higher education, and more) in Ontario and Wayne counties."

Find out more at https://www.trc.org/.

P-16 will align systems, resources and practices to ensure at least a 50% reduction of students, from our component districts, on waiting lists no later than January 2025.

P-16 will hire a CTE Director to create alignment and equitable systems, processes and resources as well as program offerings for the two CTE Campuses as evidenced by a BOE and CSO presentation no later than March 2025.

P-16 will audit, review and update all special education programs, descriptions and ratios. We will reimagine what our classrooms look like by piloting a new ratio (8:1:3) beginning in October 2024. (This new ratio will only apply to NEWLY created classrooms, opening for the first time this year. In addition, this ratio does not apply to NEC at this time as well.)

P-16 will work collaboratively with building leaders and associations to create three new programs to serve the needs of the WFL Region in the area of autism, secondary alternative education and an additional CTE option for students with disabilities, no later than June 2025; as evidenced by the creation of FLES, Big Picture Learning Program and a redesigned "Career Academy" Program for secondary students.

P-16 will increase professional development available to all BOCES Special Education and CTE programs; this will include an emphasis on understanding the why around Restorative Practices, no later than June 2025.

P-16 will increase communication to all stakeholders by launching Parent Square across all sites, publishing a monthly newsletter and curating a semi-regular podcast to increase communication, celebrate highlights and provide transparency with P-16 stakeholders and component district representatives beginning no later than October 2023 and occurring every month (newsletter and Parent Square) or every other month (podcast) of the school year.