Weekly Updates

I recently had the opportunity to sit in on discussions where our K-8 RTI providers used data to determine the appropriate Tier 2 interventions for students who are struggling. These conversations were thoughtful, compassionate, and truly "put a face to the data." The behind-the-scenes work they do has a direct and positive impact on student performance. I appreciate their dedication and the meaningful results they help achieve.

RTI is not just the responsibility of RTI providers—it is a collective effort that involves classroom teachers, special education staff, interventionists, and administrators. High-quality instruction, early identification of student needs, and collaborative problem-solving are essential to creating an effective system of support.

One of the ongoing challenges is balancing intervention time with core instruction. Building-wide schedules play a critical role in ensuring students receive necessary support without being pulled away from Tier 1 instruction too often. This challenge extends beyond RTI and includes special education and 504 services as well. A key systemic goal is to provide front-loaded support in the primary grades within the classroom to minimize the long-term need for remediation. By strengthening Tier 1 instruction and embedding interventions into daily lessons, we can better meet student needs before they require more intensive intervention.

It is a well-established principle that if more than 20% of students require Tier 2 remediation, the issue likely stems from core instruction rather than individual student deficits. In fact, 20% may even be too high. High-quality Tier 1 instruction—what happens in the general education classroom—should proactively incorporate strategies to support diverse learners. RTI, at its core, is about how students respond to instruction and interventions. Strong Tier 1 practices reduce the need for Tier 2 interventions by ensuring all students have access to effective instruction within the classroom setting.

Amanda Klopott has been appointed to be our next high school principal. Amanda impressed the interview teams with her ideas and her commitment to collaboration with staff, students, and families.

Amanda most recently serves as the principal of School 2 in North Central Troy, where she led the school out of receivership within two years. Under her leadership, student proficiency in English Language Arts increased by 88%, and math proficiency saw a 200% improvement. She also successfully reduced chronic absenteeism by 23% while strengthening community partnerships and implementing trauma-informed, culturally responsive practices.

Previously, Amanda served as an assistant principal in the Hudson City School District and as an English as a New Language (ENL) teacher in the North Colonie School District, where she developed an innovative model ENL program and established mentoring initiatives for future educators.

Her leadership has been recognized through numerous awards, including the Esteves School of Education Advanced & Creative Thinking Award for Sustainable Community Partnerships and a $60,000 grant from the McCarthy Foundation to support student success initiatives.

I look forward to Amanda becoming part of what is becoming a dynamic collaborative leadership team. I am also looking forward to meeting Dora. :) READ MORE

Neil Murphy didn’t just win the 138-pound title at the Coach Ken Baker Classic, at Stillwater High School, he also picked up the 150th win of his varsity career.

We are excited to announce the return of the Coxsackie-Athens Community Classroom, and we invite you to be a part of this meaningful initiative!

Originally launched in 2001, the Community Classroom was designed to provide diverse learning opportunities for all members of our community. From physical fitness and technology to life skills and creative pursuits, our program has enriched lives through education, skill-building, and shared experiences. Now, after a hiatus since 2015, we are eager to relaunch this program and once again make it a valuable resource for our community.

Whether you have expertise in crafting, cooking, technology, personal finance, fitness, or any other area that could inspire and educate others, we would love to have you!

Why Teach with Us?

• Share your passion and expertise with eager learners

• Make a positive impact within the Coxsackie-Athens community

• Utilize school district resources to enhance your instruction

• Connect with like-minded individuals who value lifelong learning

Attached, you will find a past catalog showcasing previous course offerings to help you visualize the possibilities. If you are interested in leading a course, please complete the attached interest survey at your earliest convenience.

Please reach out with questions. We will be sharing this with the entire community in the upcoming weeks.

From 2014, I built this slide deck as a way to organize my thoughts on one of our five anchor strategies -Pathways to Success. As NYS is reimagining graduation measures, it may be time to dust this off. What are your thoughts on these concepts? Relevant to a post pandemic world?

From 2016, I wrote this piece on how why our Pathways to Success anchor Strategy supported our students developing self-directed attributes. A lot has changed since then, yet I will argue this is still relevant today, maybe more so. What do you think? Did this age well?

I created this check list for high school counselors in the spring of 2021 that guides the conversations to have with students to prepare them for post secondary life and careers. Is it time to extend this down to middle school?

Click the button below to gain a gobal understanding of the hurdles, accelerators and enablers to elevate instruction in a future directed manner that will benefit all students

As we reach the midpoint of the school year, we need to stay committed to our LINKS 2025 goals to ensure that 95% of our students graduate. Below, click the button for my update on our upcoming work in key areas:

A year ago, paper and pen seemed to be the winner when the journal Frontiers in Psychology published a Norwegian study that documented how different areas of the brain were communicating more frequently when students were writing by hand. When students were typing, the brain was not nearly so active. This extra brain activity, the neuroscientists wrote, is “beneficial for learning.”

Yet earlier this month, the same academic journal published a scathing rebuttal to the handwriting study.

Read a SUMMARY HERE - 3 minute read.

Analysis of 50 years of research argues that there isn’t strong evidence for the academic advantages of placing children with disabilities in general education classrooms

A professor of special education is about to ignite a fierce debate over a tenet of his field, that students with disabilities should be educated as much as possible alongside their peers in general education classrooms, a strategy known as inclusion.

In a paper that reviews more than 50 years of research, Douglas Fuchs of Vanderbilt University and the American Institutes for Research, along with two other researchers, argues that the academic benefits of including students with disabilities in general education classrooms are not settled science despite the fact that numerous studies have found that children with disabilities learn more that way. Fuchs said the paper is slated to be published this spring in the Journal of Learning Disabilities and he expects it to be made public online sooner.

Read more HERE

Please share the stories happening in your classrooms or a colleague's through out the year. Share a shout-Out for one of your colleagues.

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2/17: Presidents Holiday: No Classes, Offices Closed

2/18-2/21: Winter Break, No Classes

C-A is looking to highlight students and staff members who embrace the District's mantra, #CA_RightHereRightNow, through acts of service to better their school community. This includes the many projects our students engage in throughout the year. Please complete the form at the link below if you, someone you know, a club, or grade level provides service to the school community!

https://docs.google.com/forms/d/e/1FAIpQLSeFIZEF29RCA-YQnDWe2SvIDnuxWSrwGAcV7D6orJBL5fNSzw/viewform?usp=sf_link

Do you know your Why for the goal you set?

Artificial intelligence (AI) is a broad term for technologies that allow computers to perform advanced functions, while generative AI is a specific type of AI that focuses on creating new content

1. Google Arts and Culture can help you develop AI prompting skills with their “Say What You See” website activity.
2. The 12 Days of OpenAI highlighted new technology developed by OpenAI.

Researchers pitted humans against AI on essay grading and the robot did OK. In a companion study on evaluating student essays, ChatGPT also produced impressive feedback, sometimes better than human writing instructors. In a separate essay grading study, it appeared that AI was consistently penalizing Asian American students. It’s still not known whether instant grades or feedback improves student writing. READ MORE

This week's AI tool is Napkin AI. I have been using it for a couple weeks. I put it to the test for my slide deck updates (slides 7-12) for the last BOE meeting. It is a pretty good tool at organizing a text, bulleted list, or a group of ideas and graphically presenting them.

Here’s a quick step-by-step guide to using Napkin AI:

1. Sign Up or Log In

• Visit the Napkin AI website or download the app (if available).
• Create an account or log in using your credentials.

2. Create a New Workspace

• Once logged in, click on "New Workspace" or a similar option.
• Give your workspace a name that aligns with your project or note-taking needs.

3. Add Notes or Ideas

• Type out your ideas, tasks, or notes directly into the workspace.
• Use bullet points, sentences, or keywords. Napkin AI organizes this information automatically.

4. Organize and Connect Notes

• Napkin uses smart linking to connect similar or related ideas.
• Review the connections Napkin AI suggests and make adjustments if needed.

5. Use Tags for Easy Categorization

• Add tags to notes to make them searchable and better organized.
• You can create custom tags or use system-recommended ones.

6. Visualize Relationships

• Explore the visual map or network of your notes to see how ideas are connected.
• This is great for brainstorming or identifying patterns.

7. Export or Share Your Workspace

• When your workspace is ready, export it as a document or share it with collaborators via a link (if supported).

8. Regularly Update and Refine

• Add new ideas and revisit your workspace regularly.
• Let Napkin AI's algorithm enhance connections over time for better insights.

That's it! Napkin AI helps turn scattered thoughts into meaningful connections with minimal effort.

Notion for education acts as a digital workspace that allows students and teachers to organize their notes, assignments, class schedules, and other educational materials in one centralized location, enabling them to effectively manage their coursework, collaborate with peers, and track progress, all within a customizable interface; essentially acting as a personalized digital notebook for learning.

Key features for education use:

• Note-taking: Create structured notes with different block types like text, lists, images, and embedded links for each subject.

  Project management: Organize project tasks, deadlines, and collaborate with group members on assignments.

• Lesson plan creation: Teachers can build detailed lesson plans with objectives, activities, and assessments.

• Grade tracking: Keep track of student grades and performance

• File storage: Upload and store relevant course materials like documents, presentations, and videos

• Sharing capabilities: Easily share pages and databases with classmates or collaborators

• Customization: Design your workspace with different layouts and color schemes to suit your learning style

Benefits for students:

• Improved organization: Centralize all learning materials in one place, making it easier to find information

  Enhanced collaboration: Work together on projects with classmates through shared pages

• Flexible note-taking: Adapt note structure to different learning styles

• Accessibility across devices: Access notes and assignments from any device

Benefits for teachers:

• Streamlined lesson planning: Create and manage lesson plans efficiently

  Effective student monitoring: Track student progress and provide personalized feedback

• Efficient communication: Share important information with students through shared pages

• Improved class organization: Manage class schedules, assignments, and deadlines in one platform

Below are steps to generate personalized digital art work.

1. Search for Adobe Firefly
2. Click on AI Art Generator Online
3. Click on Generate Ai Art (in blue oval)
4. Describe the image you want created. Be descriptive, the more details you provide the closer to your vision the artwork will be
5. Click Generate
6. It may ask you to sign in, using your school Google account
7. It will produce four samples
8. You can download an image or add more details or take out details and generate new images.

https://notebooklm.google/ is a tool that has been around a while in AI terms. Like a notebook it can store documents, slides, websites, videos and your own notes. You can ask it questions(it creates suggested questions to ask) and it will answer using the resources you uploaded into the notebook.

After you have uploaded all your resources with a click you can create: FAQ, summary, study guide, timeline, a table of contents, citations, a briefing. AND as of last month a podcast.

I have just started experimenting with this tool and it has some real possibilities in the classtoom and district. In about 2 innings of play while watchng the Mets take care of the Phillies one night last week I uploaded several docs from our website and a webpage from our district website and created a six minute 2-person pod cast that explains our Redefining Ready work.

Imagine uploading your notes and materials on your unit about the Great Depression, or a book you are reading in class. How about uploading websites or articles on a science topic and then have NotebookLM create all your study materials for you. BTW you can share your notebook page with students or other persons in our CACSD domain. i've just started exploring this AI app, and we have opened up this AI app for you to try as well. Tech Services is ready to support your adventure.

This summer, MIT hosted a conference called the AI + Education Summit. You can view all 33

videos from the conference here: https://www.youtube.com/playlist?list=PL6cp6kydiOXeS3Sz-

IUYlo7JfERyxzd7a

Common Sense Media published a new report, "The Dawn of the AI Era: Teens, Parents, and the Adoption of Generative AI at Home and School." "The findings tell us that young people are quickly understanding the potential of generative AI platforms, perhaps without fully grasping the pitfalls, which underscores the need for adults to talk with teens about AI. We need to better understand their experiences so we can discuss the good and the bad—especially around bias and inaccuracy," said Amanda Lenhart, head of research at Common Sense Media.

Among the findings, three important themes rose to the top:

• A majority of teens use AI tools, especially chatbots and AI-supported search.
  • Seven out of 10 teens have used at least one type of generative AI tool.
  • A majority (56%) of teens report using search engines with AI-generated results such as Google SGE.
  • Black and Latino young people are using image and video generators more than their White peers, for schoolwork and personal purposes.
• Teens are using AI to stave off boredom almost as often as they're using it for homework help.
  • Teens report using generative AI most often for homework help (53%), to stave off boredom (42%), and to translate something from one language to another (41%).
  • Two in five (40%) teens report having used generative AI to help with school assignments, and 46% of them report doing so without the teacher's permission.
  • Teens also use AI for other personal activities, including when creating content as a joke, planning activities, and seeking health advice.
• Most adults in teens' lives—from parents to teachers—are out of the loop.
  • Just 37% of parents whose teen reported using at least one generative AI platform thought their child had used generative AI.
  • Almost half (49%) of parents say they have not talked about generative AI with their child.
  • About six in 10 teens report either that their school has no rules for how generative AI can be used or that they're not sure if there are rules.
  • Importantly, most parents (83%) say that schools have not communicated with families about generative AI.

This report is based on a nationally representative survey of 1,045 general-population U.S. adults (18+) who are parents of a teenager age 13 to 18 and their adolescent child. To download the report, with complete findings and methodology, please visit www.commonsense.org/dawn-of-AI-era.

Purpose

Our anchor strategy, PATHWAYS TO SUCCESS states, “Students with Purpose are inspired to learn. The world has changed and a vision for college, career and citizenship readiness has emerged. Centered on the concept that each student will have a purpose and PATHWAY TO SUCCESS, we will have an uncompromising and relentless commitment to preparing students for college, career and citizenship; in other words, preparing students for their future. This will be accomplished by creating relevant learning environments, and interacting with the people working in the ecosystems of the career paths students are working towards.”

Therefore, we will inspire and prepare students for college, career, and citizenship readiness through comprehensive career exploration and pathway development. The program will help students discover their interests, skills, and preferences, and provide them with real-world experiences and guidance to prepare for their future careers.

READ MORE INCLUDING BUILDING LEVEL EXPECTATIONS

All C-A staff and their families have access to the Employee Assistance Program (EAP) that is free to all employees and their family members.

The begining of the school year, though exicting can also be stressful and I want to again remind you help is available.

A Professional Learning Community (PLC) at Coxsackie-Athens Schools is a collaborative effort focused on improving student learning. Every day during the professional learning period, teachers will engage in this work, emphasizing three core principles:

1. Ensuring That Students Learn: The focus shifts from just teaching to ensuring all students learn. Teachers collaborate to identify what each student should learn, how to assess learning, and how to provide support when students struggle.

2. A Culture of Collaboration: Teachers work together to analyze and improve classroom practices. This collaborative culture ensures that educators are not working in isolation but are continuously sharing strategies and supporting one another to enhance student outcomes.

3. A Focus on Results: PLCs measure their success by student achievement. Teachers regularly assess and discuss data, identifying areas for improvement and celebrating successes. This results-oriented approach drives ongoing improvement in teaching and learning.

By being present each day during the PLP we will work together to enhance the educational experience, ensuring that all students achieve their extraordinary success.

2025 PERFORMANCE GOALS (Set summer 2022)

In order for 95% of our students to graduate, our goals are:

1. Wellness:

   1. Support of student and staff wellness will be indicated by 100% of students and employees being able to identify one ally and improved results on climate surveys each year.

2. Reading:

   1. 73% of students PK-8 will be reading at or above grade level by 2025. This will be a 19% improvement from 2022.

3. Math:

   1. 73% of students PK-8 will demonstrate grade level proficiency in math by 2025. This will be a 17% improvement from 2022.

4. Research Based Projects:

   1. 100% of students will be creating at least three research-based products every year by 2025.

5. Life Readiness:

1. 100% of students will demonstrate competence in a majority of the Life Ready Skills and Financial Literacy Indicators appropriate for their school level by 2025.

Below you can access the strategies and action steps at the school level to reach our 2025 goals:

• Elementary Schools Plan
• Middle School Plan
• High School Plan:
• LINKS Team 24-25 Agendas and Notes

Talk with your principal if you have an idea that CAFE could help support.

Coxsackie-Athens Foundation for Education Grant Application

Submit grant applications to: cafe@cacsd.org

-Fred Rogers

We all learn in a variety of ways. Students should be able to demonstrate readiness in a variety of ways.

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Below are several resources that highlight the opportunities we offer ALL students. WE truly are a small school with BIG Opportunities!

1. Did you know that every student at C-A HS can have one early college course paid for in full by the district? The reduced tuition rates for all college courses allows many students to graduate with over 20 credits. Many of our alum are able to enter college as sophomores or graduate from a college a semester early saving thousands of dollars.
2. Our parternship with Questar III BOCES provides 23 offerings in career technical education pathways. Our students who complete these programs are ready to enter the workforce in a varirty of occupations and fields.

We believe ALL students CAn be life, career and college ready when they graduate from C-A. I very muhc apprecait the collaborative work taking place in all classrooms to ensure ALL students are self-directed and prepared to succeed in our global society.

• COMMENCEMENT READINESS INDICATORS DASHBOARD
• READINESS INDICATORS K-12 BOOKLET 2020 :
• EARLY COLLEGE PAMPHLET
• COLLEGE IN THE H.S. OFFERINGS
• CAREER TECH ED OFFERINGS

LINKS- The process of aligning and LINKing the work we do to achieve aim high annual performance targets. Our LINKS team plans are our annual performance targets and the strategies and action steps as well as the professional development and training so that we can implement with confidence our strategies to help every kid be successful everyday. You can review the goals and building level plans on our LINKS Team Page. The 2023-24 plan is being worked on now and will be finalized this Thursday!

Each annual plan it aimed at making progress towards achieving our 3-year district wide performance goals. The most recent goals were set last summer to be achieved by 2025. These 3-year goals are aligned to our 2030 DESTINATION - a set of four possibilities we want to become reality by 2030.

Our LINKS Team Page will include notes from our quarterly meetings so that you can stay up to date on our collective work. Reach out to a LINKS member if you have questions or ideas-- or talk with your principal about being part of the LINKS team.

Why did our school join the AASA Learning 2025 Network and how will this affiliation impact teaching and learning in our district?

Being part of a network carries weight. There’s an expectation in a network that there’s both something you bring and receive

Our involvement is a collective way of lighting the way forward, serving as models for other school systems. We believe that now is a crucial time to catch our breath, look around, appreciate and respect one another, and acknowledge that public education is working. As we learn from one another, we will be taking bold action steps together, while we work to accelerate our goals not only for today’s students but our future students. These efforts take teamwork within C-A and partnership with other schools. We know that there is not an algorithm in a spreadsheet, nor a binder on a shelf to guide us on this journey, but we do know that research, evidence, common sense and shared experience will serve as the light on our path forward. Isolation is not an option if we’re going to deliver equity-based, future-driven education to every student learning and growing at C-A on our way to our 2030 Destination.

Coxsackie-Athens is among 13 school districts that have been recognized as “Lighthouse” systems that will serve as models of positive change in public education.

Learn More About Our Work Here

Like planning a road trip our 2030 DESTINATION, TIMELINE may change as detours pop up or new adventures present themselves.

Take a look. Our road trip will have some exciting mile markers that sustains and enhances the work we have started and will lead us to our 2030 Destination.

• Professional Learning Communities
• Growth Mindset
• Student Centered/Directed Learning
• Digital Conversion
• Pathways to Success

It is with gratitude and humility that we acknowledge that we are learning, speaking and gathering on the ancestral homelands of the Muhheaconneok (Muhhekunneuw) or Mohican people and the Munsee Lenape people, who are the indigenous peoples of this land. Despite tremendous hardship in being forced from here, they now reside in Wisconsin and are known as the Stockbridge-Munsee Community. We pay honor and respect to their ancestors past and present as we commit to building a more inclusive and equitable space for all.

Email: squierr@cacsd.org
Website: www.cacsd.org
Location: 24 Sunset Boulevard, Coxsackie, NY, USA
Phone: 518-731-1700
Facebook: https://www.facebook.com/profile.php?id=100043677108930&mibextid=LQQJ4d
Twitter: @coxathschools

Our new app is now available for download from the Apple Store and the Google Play Store. Keep up to date on all things C-A, right from your device. This app is designed to create easy access to Sports Schedules, Live Feed, Alerts, our Staff Directory and more!