Heather H. Ciccone

Key discussions included the introduction of two new council members, Bridget Sitler and Jaime Mott. The council reviewed the 2024-2025 Annual Report and subsequently voted to approve the 2025-2026 budget, which detailed allocations for SLS Operating Aid, SLS Supplemental Aid, and Categorical Aid for Automation. Information items covered the review of the Welcome packet and SLS calendar for the 2025-2026 school year, solicitation of ideas for future Liaison Meetings and Library Leadership Academy Workshops, and review of the final reports and expenditures as of September 01, 2025. Announcements included details regarding the Long Island School Library Systems Fall Institute. Other considerations included investigating grants for School Librarians to attend conferences and noting that the Plan of Service expires in June 2026.

The meeting commenced with entering into and subsequently ending an Executive Session to discuss confidential matters concerning personnel. Key discussions included a joint statement with other BOCES regarding a received FOIL request for the Regional Plan, the upcoming unveiling of a Regionalization web page, and planning for an engagement meeting with non-district partners in March. Updates were provided on the NY Inspires and Portrait of a Graduate initiatives, including plans for ongoing professional development surveys for component school districts. The District Superintendent also noted positive feedback during her mid-year evaluation with the Commissioner, who expressed interest in a Long Island Town Hall meeting. Operational updates covered the impending loss of the Sequoya lease in 2027 and exploring potential relocation alternatives with Sachem. Committee reports detailed renewed grant funding, the critical nature of communicating the value of public education, and discussions around cybersecurity. The Policy Committee reviewed several policies, moving Policy 7220 forward for a First Reading and deferring review of three new policies suggested by Erie 1 BOCES. The Community Legislative Committee hosted a guest speaker who emphasized the value of CTE programs. Unfinished business included the second reading and adoption of several policies, such as Code of Conduct and Artificial Intelligence. The Consent Agenda involved numerous approvals, including financial reports for December 2025, awards and extensions for various bids and RFPs, participation in cooperative bidding programs coordinated by Nassau BOCES, acceptance of several grants (including ESSA Title I and WIOA funds), personnel actions, numerous professional service and facility use contracts, agreement amendments with various vendors like Curriculum Associates, DocNetwork, and Renaissance Learning, two leasehold space agreements (with Brentwood Union Free School District and Port Jefferson Union Free School District), and ratification of Terms in Variance agreements with the UPSEU collective bargaining unit.

This document outlines the 'I See, I Wonder, I Do' protocol, a structured and inclusive method designed to facilitate data-driven action, particularly in the context of equity data. The protocol consists of three phases: 'I See' for observing factual data patterns, 'I Wonder' for questioning root causes and identifying missing information, and 'I Do' for committing to concrete actions. Its purpose is to move discussions beyond blame or assumption towards systemic action, creating a FAIR space, and is illustrated with a sample data set on school discipline disparities.

This Blueprint for English Language Learner/Multilingual Learner Success outlines a statewide framework from the New York State Education Department aimed at clarifying expectations for administrators, policymakers, and practitioners to prepare ELLs/MLLs for college and career readiness. It is guided by eight principles, including ensuring all teachers are equipped to support ELLs/MLLs, affirming the responsibility of school leaders, advocating for grade-appropriate and rigorous instruction, valuing bilingualism as an asset, fostering parent partnerships, leveraging teacher expertise, utilizing home languages and cultural assets, and employing diagnostic and formative assessments to inform instruction. The overall mission is to ensure all ELLs/MLLs attain the highest level of academic success and language proficiency.

This plan update outlines the PLAN Pilot initiative, designed to inform New York's Statewide Assessment Strategy and ensure students can effectively demonstrate their skills for post-high school success. The initiative focuses on researching and implementing performance-based assessments to improve instructional practices without replacing traditional exams. Key areas of focus include Career & Technical Education and Work-Based Learning, Inquiry-Based Approaches with Learner Profiles, and Project-Based Learning with performance-based assessment tasks. The pilot aims to identify necessary conditions and supports for successful implementation across diverse educational settings.