Strategic Plan | 2026-2031

Strategic Planning Committee

Forrest Addor	Director of Technology
Adrianna Andrade	Director of Finance
Mikayla Ardizzone	Coordinator of Health
Lawrence Berger	Cooperative Board Member
Mark Coleman	Assistant Superintendent
Mark Delorenzo	Culinary Instructor
Eugene Hewitt	Principal
James Higgins, EdD	Director of Special Education
Diane E. Lang, PhD	Director of Instructional Support Services
Deborah McBride Heppes	Chief Operating Officer
Renee Mulligan	Coordinator of Adult Education
Sophie Peterson	Paraeducator
Sara Puccio	Director of Career and Technical Education
Kerri B. Stroka, EdD	Deputy Superintendent
Kevin Sullivan	Director of Operations
Jodi Tanner	Instructional Specialist
Erin Tavormina	Special Education Teacher

 

Stakeholder Participants

The development of this strategic plan was informed by the voices of:

• Students across BOCES programs
• Parents and family members
• BOCES staff from all departments and roles
• Component district administrators and board members
• Community partners

Who We Serve

Orange-Ulster BOCES (OUB) is a regional educational service agency headquartered at 53 Gibson Road in Goshen, New York, that has supported public education in the region since 1957. We serve 17 component school districts across Orange County and parts of Ulster County, providing shared educational programs and services that individual districts would find cost-prohibitive to offer on their own. Our agency’s core program areas include Career and Technical Education (CTE), Special and Alternative Education, Adult and Continuing Education, Instructional Support Services, Educational Technology Services, and centralized Business and Management Services. OUB operates 33 CTE programs supported by more than 187 business and community partners. Our Instructional Support Division delivers more than 1,500 professional learning sessions to educators each year. Technical Services manages the purchase of more than 10,000 computers and technology devices annually on behalf of local districts. Each component district selects the services it needs, pays only for those services, and benefits from State Aid that offsets a portion of the cost, making the cooperative model both flexible and fiscally responsible for participating communities.

The Orange-Ulster BOCES Strategic Plan 2026 to 2031 was developed through a nine-month collaborative process involving a diverse Strategic Planning Committee and extensive stakeholder engagement.

Timeline

• September 2025:  Committee formation and orientation
• October to November 2025:  Stakeholder surveys and data collection
• December 2025:  Data analysis and theme identification
• January 2026:  Priority setting and theme selection
• February 2026: SMART goal drafting by theme groups
• March 2026: Goal refinement and action planning
• April 2026: Executive workgroup sessions and document finalization
• May 2026: Full committee review
• June 2026: Board presentation and adoption

Between October and November 2025, Orange-Ulster BOCES reached out to students, parents and guardians, staff, district administrators and board members through structured surveys. A total of 319 responses were received. This input shaped this plan’s strategic themes and goals.

Students | N=81

Eight out of ten students responded positively about their BOCES program, with 53% saying they really like it and 27% saying they like it. When asked to identify supports they wanted more of to prepare for their futures, nearly half pointed to job search and interview skills (46%) and life skills such as budgeting and time management (43%). Hands-on career training (32%), help planning their career path (31%), and connections with local employers (31%) followed closely. A large majority of students said BOCES staff listen to their opinions at least some of the time.

OUB Staff | N=192

Eight out of ten staff members reported being satisfied or very satisfied with working at BOCES. At the same time, only about two-thirds said they always or usually feel valued and respected as members of the team. The challenge most commonly named in open ranking was student behavioral and mental health needs, cited by nearly half of all respondents (49%), followed by insufficient staffing and high workload (43%) and communication gaps (36%). When asked to rank organizational priorities, staff placed strengthening culture and staff morale first of twelve options. Staff described the organizational culture as student-centered (46%), supportive (39%), and collaborative (31%), while 13% also noted resistance to change as a characteristic of the organization.

District Administrators and Board Members | N=8

All eight district administrators and board members reported being satisfied or very satisfied with BOCES as a strategic partner. The top challenge identified for their districts was special education costs and service demands, named by 88% of respondents, followed by budget constraints and fiscal sustainability (62%) and meeting diverse learner needs (62%). BOCES rated highest on collaboration and meeting contractual obligations (4.38 out of 5) and had the most room to grow in the area of innovation (3.50 out of 5). Three-quarters of administrators said BOCES facilitates regional collaboration effectively or very effectively.

Parents and Guardians | N=38

Nearly nine out of ten parents and guardians reported being satisfied or very satisfied with their child’s BOCES programs. The areas rated most highly were support for individual student needs (5.43 out of 6), quality of instruction (5.42), and child safety and wellbeing (5.32). Parents ranked parent education and family engagement opportunities as their top priority for BOCES focus, followed by post-secondary transition support. When asked about communication, 68% said BOCES keeps them well or very well informed about their child’s progress. Eight out of ten parents said they always or usually feel welcomed and valued as partners in their child’s education.

What these Voices Have in Common 

Several priorities appeared across all four respondent groups. Organizational culture and communication came up in each conversation, whether staff were describing challenges they face, parents were asking for more involvement, or administrators were identifying areas for growth. Student mental health and behavioral needs were named as pressing concerns by staff, students, and administrators alike. The desire for stronger post-secondary preparation ran through student responses, parent priorities, and administrative concerns. And staffing, the capacity to attract and keep talented people, registered as a challenge for both staff themselves and the administrators who depend on them. These cross-cutting patterns gave the Strategic Planning Committee a clear foundation. They are reflected directly in the five themes and fifteen goals that follow.

Based on comprehensive stakeholder input, the Strategic Planning Committee identified five interconnected themes that will guide Orange-Ulster BOCES for the next five years.

1. POSITIVE CULTURE
   Building a workplace where staff feel valued, supported, and ready to grow.
2. RESOURCES
   Modernizing infrastructure, expanding shared services, and managing resources with care.
3. QUALITY PROGRAMMING
   Strengthening CTE, special education, and student support services to meet every learner’s needs.
4. TRANSPARENCY AND COMMUNICATION
   Creating clear, consistent communication with staff, families, and component districts.
5. POSITIVE STUDENT OUTCOMES
   Ensuring every student leaves BOCES prepared for college, career, and life.

Theme 1 | Postive Culture

Goal Statement

By June 2028, BOCES will establish a tiered career development program serving at least 20 staff members annually, with 80% of participants reporting increased confidence and readiness for expanded responsibilities as measured by program participant surveys.

Key Metrics

• Number of staff enrolled in career development cohorts annually
• Pre and post participant confidence and readiness surveys
• Number of participants who move into expanded roles within 2 years
• Program completion rates

Timeline

• Program design completed: Spring 2027
• First cohort launched: September 2027
• Annual report: June 2028

Key Action Steps 

1. Engage all employee constituent groups in program development.
2. Identify and evaluate current initiatives (e.g., TRP).
3. Create referral and self-referral pathways for staff interested in expanded roles.
4. Design a three-tier pathway (emerging, developing, advanced).
5. Embed coaching and mentorship across all tiers.

Lead(s)

Cabinet and Directors group

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Theme 2 | Resources

GOAL 2.1: TECHNOLOGY INFRASTRUCTURE

Goal Statement

By June 2027, BOCES will complete a full technology infrastructure assessment and put in place a 3-year technology modernization plan (2027 to 2029) so that 100% of instructional and operational spaces have reliable, current-generation equipment, and connectivity.

Key Metrics

• Completion of technology audit (inventory, age, condition, connectivity)
• Percentage of spaces meeting updated standards
• Help desk ticket volume for equipment and connectivity failures (baseline vs. Year 1 vs. Year 2)
• Staff and student technology satisfaction survey results

Timeline

• Technology assessment: 2026 to 2027 school year
• New technology purchased: Summers 2027, 2028, and 2029
• Follow-up assessments conducted each January after 6 months of use to inform next purchasing cycle
• Annual progress review each June

Key Action Steps 

1. Complete a full technology assessment across all sites.
2. Apply for E-Rate and capital funding where applicable.
3. Set up a 3-year hardware replacement cycle.
4. Provide staff technology training alongside new equipment rollout.

Lead(s)

Director and Assistant Director of Technology

GOAL 2.2: FISCAL EFFICIENCY AND SHARED SERVICES EXPANSION

Goal Statement

By June 2028, BOCES will identify and launch at least three new shared service opportunities.

Key Metrics

• Number of new shared services launched
• Number of districts participating in new shared services

Timeline

• District needs assessment: Fall 2026
• First new shared service launched: Spring 2027
• Second shared service launched: Spring 2028

Key Action Steps 

1. Send a district needs and interest survey for potential new services.
2. Run a feasibility analysis for the top five service opportunities.
3. Pilot highest-priority shared services with volunteer districts.

Lead(s)

Cabinet and Director group

GOAL 2.3: FACILITIES AND LEARNING ENVIRONMENTS

Goal Statement

By June 2028, BOCES will develop and begin carrying out a Facilities Master Plan that addresses deferred maintenance and instructional space quality, with at least 60% of identified priorityprojects in progress or completed.

Key Metrics

• Establish facilities advisory committee
• Number of priority projects identified vs. started vs. completed
• Staff and student ratings of facility quality on annual surveys

Timeline

• Establishment of facilities advisory committee: Fall 2026
• Facilities Master Plan adopted: Spring 2027
• Priority projects started: Summer 2027
• 60% completion target: June 2031

Key Action Steps 

1. Examination of existing Building Condition Survey (BCS).
2. Engage staff, students, and district partners in facilities planning.
3. Rank projects by safety, compliance, and instructional impact.

Lead(s)

Director of Operations and Director group

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Theme 3 | Quality Programming

Why It Matters: Students want hands-on career training, mental health support, and inclusive programming. Parents prioritize CTE, special education, and post-secondary transition. All groups value quality instruction.

GOAL 3.1: SPECIAL EDUCATION CONTINUUM AND INCLUSIVE PROGRAMMING

Goal Statement

By June 2028, BOCES will review and strengthen the special education program continuum so that least restrictive environment (LRE) options exist for students whose needs are not met by current program structures, resulting in at least two new or expanded program options and 85% of participating students showing measurable academic or functional growth on individualized assessments.

Key Metrics

• Review of current continuum and program offerings
• Addition or expansion of program offerings
• Program-specific assessments
• IEP goal attainment rates

Timeline

• Special education program review: Fall 2026
• Stakeholder input from families and districts: Winter 2026 to 2027
• New or enhanced programs launched: Beginning September 2027
• Growth data reviewed: Annually, beginning September 2027

Key Action Steps 

1. Conduct a special education program review against LRE continuum standards.
2. Gather family and district input to identify unmet needs.
3. Identify gaps between current offerings and district referral needs.
4. Develop a phased plan to address highest-priority gaps.
5. Strengthen transition planning for students ages 14 and older.

Lead(s)

Director and Assistant Directors of Special Education

GOAL 3.2: STUDENT MENTAL HEALTH AND WELLNESS SERVICES

Goal Statement

By June 2028, BOCES will put in place a tiered mental health support system across all programs so that all students have access to Tier 1 universal supports and a reduction in referral-to-service time for Tier 2 and Tier 3 supports is realized.

Key Metrics

• Percentage of programs with Tier 1 universal supports in place
• Referral-to-service time tracked in student support system
• Student self-reported wellness data on annual survey
• Number of staff trained in Mental Health First Aid or equivalent

Timeline

• Mental health needs assessment: Spring 2027
• Tiered system design: Summer 2027
• Tier 1 in place in all programs: September 2027
• Referral tracking operational: January 2028
• Year 1 data review: June 2028

Key Action Steps 

1. Conduct a mental health needs and assets mapping.
2. Adopt or adapt a tiered support model (e.g., MTSS).
3. Train all staff in Mental Health First Aid.
4. Set up referral tracking and service response protocols.
5. Co-design student wellness survey with student input.

Lead(s)

Director and Assistant Directors of Special Education and CTE

GOAL 3.3: CAREER AND TECHNICAL EDUCATION EXCELLENCE

Goal Statement

By June 2031, BOCES will expand or redesign at least four CTE program pathways to align with regional workforce needs, resulting in 90% of CTE completers earning at least one industry-recognized credential and 80% reporting a post-secondary plan at program exit.

Key Metrics

• Number of CTE pathways reviewed and updated
• Industry-recognized credential attainment rates by program
• Post-secondary plan completion rates at exit
• Active employer partnership agreements per program

Timeline

• Regional employer needs assessment: current and ongoing
• CTE program review: annually
• First two redesigned pathways: September 2029
• All four pathways updated: September 2031
• Publish annual survey results and potential future innovations in response to results.
• Full report June 2031

Key Action Steps 

1. Conduct a current regional labor market analysis.
2. Convene active program advisory committees for each pathway.
3. Align curriculum with current industry-recognized credential requirements.
4. Formalize employer partnership agreements.
5. Track credential attainment and post-secondary placement data.
6. Development and distribution of post-secondary plan survey.

Lead(s)

Director and Assistant Director of CTE

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Theme 4 | Transparency and Communication

Why It Matters: Communication was the only theme cited as a priority by all four stakeholder groups at the same time. Trust is built through consistent, honest, and accessible communication.

GOAL 4.1: FAMILY AND COMMUNITY ENGAGEMENT

Goal Statement

By June 2028, BOCES will put in place a family and student communication and engagement plan resulting in 80% of families reporting they feel informed about their child’s program and progress, and at least three community engagement events or workshops offered annually.

Key Metrics

• Annual family satisfaction survey communication results
• Attendance at family engagement events
• Number of families reached through each communication channel
• Parent and guardian response rates to school communications

Timeline

• Family communication audit and survey: Fall 2026
• Engagement plan adopted: September 2027
• First community workshop series: Fall 2027
• Year 1 family satisfaction survey: June 2028

Key Action Steps 

1. Survey families about current communication preferences and gaps.
2. Select and consistently use preferred channels (app, text, email, social media).
3. Set up a family engagement calendar including potential district-embedded sessions
4. Design and launch annual community workshop series including potential district-embedded sessions.
5. Create a BOCES family portal or resource hub.

Lead(s)

Cabinet and Director group

GOAL 4.2: TRANSPARENCY WITH COMPONENT DISTRICTS

Goal Statement

By December 2027, BOCES will set up a formal district partnership reporting process providing each component district with an annual report on services used, outcomes achieved, and value delivered, with 80% of superintendents rating the reports as useful and informative.

Key Metrics

• Completion of annual district reports
• Superintendent satisfaction ratings
• District administrator survey data on BOCES resources

Timeline

• Report template designed: Fall 2026
• First annual reports delivered: August 2027
• Superintendent feedback survey: September 2027

Key Action Steps 

1. Convene a superintendent advisory group to co-design the report format.
2. Identify key data points for each service area.
3. Develop data collection and reporting tools.
4. Publish a BOCES Annual Report for public distribution.

Lead(s)

Cabinet and Director group

GOAL 4.3: INTERNAL STAFF COMMUNICATION

Goal Statement

By June 2027, BOCES will put in place a revised internal communication system resulting in 80% of staff reporting they consistently receive timely, clear, and relevant communication from leadership as measured through the annual climate survey.

Key Metrics

• Annual staff climate survey communication results (baseline Fall 2025)
• Usage data from communication platforms
• Number of all-staff communications issued per quarter
• Staff focus group feedback

Timeline

• Communication review: Fall 2026
• New system adopted: January 2027
• Year 1 climate survey results: June 2027

Key Action Steps 

1. Review current internal communication channels and identify gaps.
2. Set up a regular all-staff communication calendar.
3. Create a leadership communication protocol (what, by whom, how often, through what channel).
4. Train all administrators on consistent communication practices.
5. Pilot a staff feedback loop.

Lead(s)

Cabinet and Director group

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Theme 5 | Postive Student Outcomes

Why It Matters: This theme is the ultimate purpose of everything BOCES does. Students want to feel prepared. Families want success and safe transitions. This theme unifies all others.

GOAL 5.1: POST-SECONDARY PREPAREDNESS AND TRANSITION

Goal Statement

By June 2030, BOCES will put in place a Post-Secondary Preparedness Program across all programs, resulting in 90% of graduating students showing readiness indicators (credential earned, college acceptance, military enlistment data, employment placement, or individualized transition goal met) at the time of program completion.

Key Metrics

• Annual post-secondary readiness indicator data by program
• Credential attainment rates
• College acceptance and enrollment data
• Employment placement data collected 6 months after graduation
• IEP transition goal attainment rates

Timeline

• Baseline data collected: Spring 2027
• Preparedness program designed: Spring 2028
• Program rolled out: September 2028
• Year 1 outcome data: June 2029
• Full report: June 2031

Key Action Steps 

1. Define post-secondary readiness indicators for each program type.
2. Put in place a student goal-setting process at program entry.
3. Build transition planning checkpoints into all programs beginning at Grade 6 equivalent.
4. Set up alumni tracking (6-month post-program survey).

Lead(s)

Directors of Special Education and Career and Technical Education

GOAL 5.2: ACADEMIC ACHIEVEMENT AND LEARNING PROGRESS

Goal Statement

By June 2027, BOCES will set program-specific learning benchmarks and see that 80% of students across all programs show measurable academic or skill growth from entry to exit as measured by program-specific pre and post assessments.

Key Metrics

• Program-specific pre and post assessment data
• Percentage of students showing measurable growth

Timeline

• Program assessment review: Fall 2026
• Student Learning Objectives (SLO) assessments administered: Annually Fall/Spring

Key Action Steps 

1. Review current assessment practices across all programs.
2. Develop data dashboard for tracking and reporting.
3. Report data to Cooperative Board

Lead(s)

Directors and Assistant Directors of Special Education and CTE

GOAL 5.3: STUDENT VOICE, BELONGING, AND SAFETY

Goal Statement

By June 2030, BOCES will run an annual student experience survey across all programs and achieve a student satisfaction rating of 80% or higher in the areas of belonging, safety, and feeling heard.

Key Metrics

• Annual student experience survey results (belonging, safety, feeling heard)
• Number of programs with active student advisory groups
• Incident and behavioral referral data trends
• Student focus group feedback

Timeline

• Student advisory groups launched: January 2027
• Baseline survey: Fall 2027
• Student experience survey designed with student input: Spring 2028
• Year 1 survey results: June 2028
• Conduct annual surveys and review accomplished successes as well as ongoing needs.

Key Action Steps 

1. Co-design the student experience survey at developmentally appropriate levels with student input.
2. Set up student advisory groups or equivalent in each program/division.
3. Create feedback loops so students see their input acted upon.
4. Train staff on creating inclusive, student-centered settings.
5. Report student experience data alongside academic data to the Cooperative Board.

Lead(s)

Cabinet and Director group

Orange-Ulster BOCES is committed to transparent, measurable accountability for this strategic plan. The following structures will ensure consistent progress.

Annual Progress Report

Each June, BOCES will publish an Annual Strategic Plan Progress Report documenting progress toward each goal, data collected, and adjustments made. This report will be presented to the Cooperative Board.

Quarterly Leadership Review

BOCES leadership will conduct quarterly reviews of action plan progress, identifying goals on track, goals at risk, and resources needed.

Stakeholder Feedback

Annual stakeholder surveys will continue throughout the plan period to ensure community voice remains central to decision-making.

Mid-Plan Review

At the midpoint of the plan (December 2028), the Strategic Planning Committee will reconvene to assess progress, review data, and determine if any goals require adjustment.

Plan Achievement Report

At the end of the plan in June 2031, a Strategic Plan Achievement Report will outline the achievement of goals aligned to key metrics. Further, future strategic plan goals will be suggested.

Survey Overview

Between October and November 2025, Orange-Ulster BOCES conducted a structured stakeholder survey process as the foundation for the 2026 to 2031 Strategic Plan. Surveys were designed and distributed to four stakeholder groups: students, parents and guardians, BOCES staff, and component district administrators/board members. The data gathered through this process directly informed the identification of the five strategic themes and all 15 goals contained in this plan.

Stakeholder Group and Number of Respondents

• Students: 81
• OUB Staff: 192
• Parents and Guardians: 38
• Component District Administrators and Board Members: 8

TOTAL 319

Surveys were administered digitally between October and November 2025. Each instrument was designed specifically for its stakeholder group, with questions tailored to that group’s relationship with and perspective on Orange-Ulster BOCES. All responses were collected anonymously. Results were analyzed and presented to the Strategic Planning Committee in December 2025 as the basis for the theme and priority identification.

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SECTION 1 | STUDENT SURVEY RESULTS

The student survey was designed to capture the direct experience of students enrolled in BOCES programs. Questions addressed their overall satisfaction, what they valued most, what supports they wished they had more of, and their sense of whether BOCES staff listened to them.
Eighty-one students responded.

Overal Satisfaction

• I really like it: 43 (53%)
• I like it: 22 (27%)
• It's okay: 12 (15%)
• I don't like it much: 2 (2%)
• I don't like it at all: 2 (2%)

Eight in ten students responded positively about their BOCES program, with 53% saying they really like it and 27% saying they like it. Only 4% responded negatively.

Program Experience Ratings

Students rated five aspects of their experience on a 1 to 6 scale. Higher scores indicate stronger satisfaction.

• Feeling safe and supported: 4.27 (mean score out of 6)
• Quality of instruction and teachers: 4.25 (mean score out of 6)
• Help and support received when needed: 4.16 (mean score out of 6)
• Equipment and facilities: 4.15 (mean score out of 6)
• Preparing me for my future career: 4.11 (mean score out of 6)

Scores were reasonably consistent across all five areas, suggesting students experience BOCES programs as broadly supportive. Preparation for career and college, while still positive, received the lowest rating among the five areas.

Skills and Supports Students Want More Of

Students were asked to select their top three skills or supports they wished they had more of to prepare for their futures.

• Job search and interview skills: 46% (37 students)
• Life skills (budgeting, time management, communication): 43% (35 students)
• Hands-on career training:  32% (26 students)
• Help planning my career path: 31% (25 students)
• Connections with local employers: 31% (25 students)
• Help with college applications: 31% (25 students)
• Technology skills: 20% (16 students)
• Mental health and counseling support: 15% (12 students)
• Help with reading, writing, or math: 11% (9 students)

Do Students Feel Heard

• Yes, definitely: 28 (35%)
• Yes, sometimes: 38 (47%)
• I'm not sure: 8 (10%)
• Not really: 5 (6%)
• No: 2 (2%)

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SECTION 2 | OUB STAFF SURVEY RESULTS

The staff survey was the largest in number, with 192 responses. It addressed overall job satisfaction, ratings of organizational performance across twelve areas, greatest challenges in their role, organizational priorities for the next five years, and descriptions of the organizational culture. Staff were also asked open-ended questions about what BOCES does well and what they would change.

Overall Job Satisfaction

• Very Satisfied: 66 (34%)
• Satisfied: 91 (47%)
• Neutral: 28 (15%)
• Dissatisfied: 6 (3%)
• Very Dissatisfied: 1 (1%)

More than eight out of ten staff members reported being satisfied or very satisfied with working at BOCES. However, 15% responded as neutral, which alongside the small percentage of dissatisfied staff, points to meaningful room for improvement in staff experience.

Organizational Performance Ratings

Staff rated BOCES performance across twelve organizational dimensions on a 1 to 6 scale. Higher scores indicate stronger performance.

• Collaboration with colleagues: 4.81 (out of 6)
• Work-life balance: 4.77 (out of 6)
• Technology and equipment: 4.70 (out of 6)
• Professional autonomy: 4.50 (out of 6)
• Compensation and benefits: 4.47 (out of 6)
• Communication from administration: 4.46 (out of 6)
• Leadership and organizational direction: 4.53 (out of 6)
• Professional development opportunities: 4.38 (out of 6)
• Resources and materials: 4.35 (out of 6)
• Facility and workspace quality: 4.33 (out of 6)
• Support for innovation and new ideas: 4.24 (out of 6)
• Recognition and appreciation: 4.19 (out of 6)

Colleague collaboration, work-life balance, and technology scored highest. Recognition and appreciation scored the lowest of all twelve dimensions, a finding that connects directly to the goals under Theme 1 and was consistent with open-ended staff comments throughout the survey.

Do Staff Feel Valued and Respected

• Always: 46 (24%)
• Usually: 76 (40%)
• Sometimes: 54 (28%)
• Rarely: 10 (5%)
• Never: 5 (3%)

While 64% of staff said they always or usually feel valued and respected, 36% said only sometimes, rarely, or never. This finding was among the most significant in the entire survey process and is a central driver of Theme 1.

Organizational Priority Ratings

Staff selected their top three challenges from a provided list. (1 = highest priority)

• Strengthening organizational culture and staff morale: 6.17 (ranked 1st)
• Improving facilities and work environments: 6.29 (ranked 2nd)
• Recruiting and retaining quality staff: 6.31 (ranked 3rd)
• Diversifying and expanding program offerings: 6.49 (ranked 4th, tied)
• Enhancing internal communication systems: 6.49 (ranked 4th, tied)
• Promoting innovation and continuous improvement: 6.50 (ranked 6th)
• Increasing competitive compensation and benefits: 6.51 (ranked 7th)
• Improving technology infrastructure and tools: 6.64 (ranked 8th)
• Supporting staff mental health and wellness: 6.71 (ranked 9th)
• Expanding professional development opportunities: 6.81 (ranked 10th)
• Developing leadership capacity at all levels: 6.93 (ranked 11th)
• Strengthening partnerships with component districts: 7.33 (ranked 12th)

Strengthening organizational culture and staff morale ranked first out of twelve potential priorities. Facilities and recruiting and retaining quality staff followed closely. These three findings together shaped the entire structure of Theme 1 and parts of Theme 2.

Organizational Rankings

• Student-centered: 46% (89 staff)
• Supportive: 39% (74 staff)
• Professional: 38% (73 staff)
• Collaborative: 31% (59 staff)
• Inclusive: 23% (44 staff)
• Responsive: 22% (42 staff)
• Mission-driven: 21% (40 staff)
• Resistant to change: 13% (25 staff)
• Innovative: 11% (21 staff)
• Siloed: 10% (19 staff)

Student-centered, supportive, and professional were the most common descriptors, which reflects genuine organizational strengths. The presence of resistant to change (13%) and siloed (10%) in the same list points to cultural work that still needs to happen and informed the action steps under Goal 1.1.

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SECTION 3 | DISTRICT ADMINISTRATOR & BOARD MEMBER SURVEY RESULTS

Component district administrators/board members, including superintendents, assistant superintendents, directors of special education, and other district-level leaders, were surveyed about their satisfaction with BOCES as a strategic partner, their district’s greatest challenges, and their priorities for BOCES focus over the next five years. Eight administrators/board members responded.

Overall Satisfaction with BOCES as a Strategic Partner

• Very Satisfied: 3 (38%)
• Satisfied: 5 (62%)
• Neutral: 0
• Dissatisfied: 0

All eight district administrators/board members reported being satisfied or very satisfied with BOCES as a strategic partner.

BOCES Performance Ratings from District Administrators and Board Members

Administrators/board members rated BOCES performance across ten dimensions on a 1 to 5 scale.
(Mean score out of 5)

• Collaboration and partnership approach: 4.38 Highest rated (tied)
• Meeting contractual obligations: 4.38 Highest rated (tied)
• Overall quality of services: 4.25
• Responsiveness to district needs: 4.25
• Communication and transparency: 4.25
• Regulatory compliance support: 4.12
• Professional expertise of staff: 4.12
• Cost-effectiveness and value: 3.88
• Flexibility and customization: 3.88
• Innovation and forward-thinking: 3.50

BOCES rated highest on collaboration and meeting its contractual commitments to districts. Innovation and forward-thinking received the lowest rating, a finding that points to an opportunity and connects to Goal 1.3 on professional growth and career development as well as Goal 3.3 on CTE excellence.

Most Critical Challenges Facing Districts in the Next Five Years

Administrators/Board Members selected their top three challenges from a provided list.

• Meeting diverse learner needs: 62% (5 of 8)
• Student mental health and behavioral needs: 38% (3 of 8)
• Staffing recruitment and retention: 25% (2 of 8)
• Community and stakeholder engagement: 25% (2 of 8)

Special education costs and service demands was the dominant concern, named by 88% of district administrators/board members. Budget constraints and meeting diverse learner needs followed. These findings directly shaped Theme 2 (Resources) and Theme 3 (Quality Programming).

How Effectively Does BOCES Facilitate Regional Collaboration?

• Very Effectively: 1 (12%)
• Effectively: 6 (75%)
• Somewhat Effectively: 1 (12%)
• Not Effectively: 0

Eighty-seven percent of district administrators/board members said BOCES facilitates regional collaboration effectively or very effectively.

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SECTION 4: PARENT AND GUARDIAN SURVEY RESULTS

How Well Does BOCES Keep Parents Informed?

• Very Well 18 (47%)
• Well 8 (21%)
• Adequately 8 (21%)
• Not Very Well 3 (8%)
• Poorly 1 (3%)

Sixty-eight percent of parents and guardians said BOCES keeps them well or very well informed about their child’s progress and program activities. However, 11% said not very well or poorly, and 21% said only adequately. These findings directly informed Goals 4.1 and 4.2 on family engagement and district communication.

Top BOCES Focus Area Priorities

Parents and guardians ranked nine potential BOCES focus areas. Lower average rank indicates higher priority.

• Parent education and family engagement opportunities: 3.63 (ranked 1st)
• Post-secondary transition support: 4.42 (ranked 2nd)
• Early childhood programs: 4.84 (ranked 3rd)
• Improving communication between BOCES and families: 5.00 (ranked 4th, tied)
• Building partnerships with local employers and colleges: 5.00 (ranked 4th, tied)
• Supporting students with diverse learning needs: 5.21 (ranked 6th)
• Expanding mental health and counseling services: 5.39 (ranked 7th)
• Strengthening CTE programs: 5.43 (ranked 8th)
• Enhancing special education services: 6.06 (ranked 9th)

Parent education and family engagement ranked as the top priority for BOCES focus, a finding that speaks directly to what parents most want from this organization. Post-secondary transition support ranked second, reinforcing the student data and connecting to Goals 5.1 and 5.2.

Do Parents Feel Welcome and Valued?

• Always: 23 (61%)
• Usually: 9 (24%)
• Sometimes: 3 (8%)
• Rarely: 1 (3%)

Eighty-five percent of parents and guardians said they always or usually feel welcome and valued as partners in their child’s education at BOCES. This is a strong relational foundation on which to build the family engagement work outlined in Goal 4.1.

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CROSS-CUTTING FINDINGS

Several priorities appeared consistently across two or more stakeholder groups. These cross-cutting patterns carried the greatest weight in shaping the five strategic themes, because they represent concerns that are not isolated to one perspective but shared across the organization.

1. Student Mental Health and Behavioral Needs
This was the single most consistent theme across all four groups that responded. Staff named it as their top challenge (49%). Students identified mental health and counseling support among the skills they wanted more of. District administrators named student mental health and behavioral needs among their top district challenges (38%). This finding drove the creation of Goal 3.2.

2. Communication and Transparency
Communication was the only theme that emerged as a top concern across all four stakeholder groups simultaneously. Staff cited communication gaps as the fourth most common challenge they faced (36%) and communication ranked fourth in their priority rankings. Parents identified improving communication between BOCES and families as a top-four priority. District administrators rated communication and transparency fourth-highest in BOCES performance but also named it as an area for continued attention. This finding shaped all three goals in Theme 4.

3. Staff Culture and the Experience of Being Valued
Staff satisfaction was high overall, but the gap between the 64% who said they always or usually feel valued and the 36% who did not was one of the most striking findings in the data. Recognition and appreciation received the lowest rating of any performance dimension staff were asked to rate. This finding, combined with culture and morale ranking first among all organizational priorities in the staff survey, drove the structure of Theme 1.

4. Post-Secondary Preparedness and Transitions
Preparing students for life after BOCES emerged as a shared concern. Students ranked career path help, employer connections, and job search skills among their most wanted supports. Parents rated preparation for their child’s future lowest of all program dimensions, and ranked post-secondary transition support as their second-highest BOCES priority. District administrators consistently cited the need for stronger post-secondary outcomes data. These findings shaped Goals 5.1 and 5.2.

5. Staffing and Organizational Capacity
Insufficient staffing and high workload ranked second among staff challenges (43%). District administrators named staffing recruitment and retention among their district’s critical challenges. The staff priority ranking placed recruiting and retaining quality staff third of twelve options. This shared concern connects directly to Goals 1.2 and 1.3.

Coming Soon

Theme 1 | Positive Culture

GOAL 1.1: STAFF MORALE AND SENSE OF BELONGING

By October 2027, BOCES will implement a structured staff recognition and appreciation program and achieve a staff satisfaction rating of 80% or higher on the annual climate survey in the areas of recognition, belonging, and workplace culture.

Action Step: Survey all employee constituent groups to identify what career growth and professional development opportunities they want and what barriers they face.

• Lead: Cabinet and Director group
• Start Date: Sept 2026
• Complete By: Nov 2026
• Resources Needed:Survey tool. Time at staff meetings or professional development days to promote participation.

Action Step: Review existing initiatives (e.g., TRP, mentoring programs) to identify what is already working and where the gaps are.

• Lead: Cabinet and Director group
• Start Date: Nov 2026
• Complete By: Jan 2027
• Resources Needed: Program records. Conversations with current participants and coordinators.

Action Step: Design a three-tier career development pathway (emerging, developing, advanced) with clear entry points, expectations, and support structures.

• Lead: Cabinet and Director group
• Start Date: Feb 2027
• Complete By: May 2027
• Resources Needed: Models from other BOCES or districts. 4 to 6 planning sessions. Program design team time.

Action Step: Create referral and self-referral pathways and launch the first cohort of 20 or more participants in September 2027.

• Lead: Cabinet and Director group
• Start Date: June 2027
• Complete By: Sept 2027
• Resources Needed: Promotional materials. Coaching or mentorship pairing logistics.

Action Step: Administer pre and post participant surveys, report Year 1 cohort outcomes, and refine program for Year 2.

• Lead: Cabinet and Director group
• Start Date: Sept 2027
• Complete By: June 2028
• Resources Needed: Survey tool. Data analysis. Leadership presentation.

GOAL 1.2: STAFF RECRUITMENT AND RETENTION

By June 2028, BOCES will reduce staff vacancy rates by 20% from the 2026 to 2027 baseline and achieve a year-over-year retention rate of 88% or higher across all employee groups.

Action Step: Define vacancy rate and employee groups operationally and engage HR to establish baseline data from the 2026 to 2027 school year.

• Lead: Human Resources Dept.
• Start Date: Sept 2026
• Complete By: Nov 2026
• Resources Needed: HR data systems. 1 to 2 meetings with HR team.

Action Step: Design and begin conducting exit interviews for all departing staff and stay interviews for a sample of current staff.

• Lead: Human Resources Dept.
• Start Date: Nov 2026
• Complete By: Ongoing
• Resources Needed: Interview protocol template. Approximately 30 minutes per interview. HR staff time.

Action Step: Create talent pipeline partnerships with local colleges and universities.

• Lead: Human Resources Dept.
• Start Date: Jan 2027
• Complete By: June 2027
• Resources Needed: Outreach time. Possible MOU templates. HR and program director coordination.

Action Step: Conduct a compensation and benefits benchmarking study comparing BOCES to surrounding districts and comparable BOCES.

• Lead: Human Resources Dept.
• Start Date: Jan 2027
• Complete By: Mar 2027
• Resources Needed: Salary and benefits data from comparable organizations. HR and Business Office time.

Action Step: Review Year 1 retention data, assess progress toward targets, and adjust strategies as needed.

• Lead: Human Resources Dept.
• Start Date: Apr 2027
• Complete By: June 2027
• Resources Needed: HR reporting. Leadership review time.

GOAL 1.3: PROFESSIONAL GROWTH AND CAREER DEVELOPMENT

By June 2028, BOCES will establish a tiered career development program serving at least 20 staff members annually, with 80% of participants reporting increased confidence and readiness for expanded responsibilities as measured by program participant.

Action Step: Survey all employee constituent groups to identify what career growth and professional development opportunities they want and what barriers they face.

• Lead: Cabinet and Director group
• Start Date: Sept 2026
• Complete By: Nov 2026
• Resources Needed: Survey tool. Time at staff meetings or professional development days to promote participation.

Action Step: Review existing initiatives (e.g., TRP, mentoring programs) to identify what is already working and where the gaps are.

• Lead: Cabinet and Director group
• Start Date: Nov 2026
• Complete By: Jan 2027
• Resources Needed: Program records. Conversations with current participants and coordinators.

Action Step: Design a three-tier career development pathway (emerging, developing, advanced) with clear entry points, expectations, and support structures.

• Lead: Cabinet and Director group
• Start Date: Feb 2027
• Complete By: May 2027
• Resources Needed: Models from other BOCES or districts. 4 to 6 planning sessions. Program design team time.

Action Step: Create referral and self-referral pathways and launch the first cohort of 20 or more participants in September 2027.

• Lead: Cabinet and Director group
• Start Date: June 2027
• Complete By: Sept 2027
• Resources Needed: Promotional materials. Coaching or mentorship pairing logistics.

Action Step: Administer pre and post participant surveys, report Year 1 cohort outcomes, and refine program for Year 2.

• Lead: Cabinet and Director group
• Start Date: Sept 2027
• Complete By: June 2028
• Resources Needed: Survey tool. Data analysis. Leadership presentation.

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Theme 2 | Resources

GOAL 2.1: TECHNOLOGY INFRASTRUCTURE

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GOAL 2.2: FISCAL EFFICIENCY AND SHARED SERVICES EXPANSION

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GOAL 2.3: FACILITIES AND LEARNING ENVIRONMENTS

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Theme 3 | Quality Programming

 

GOAL 3.1: SPECIAL EDUCATION CONTINUUM AND INCLUSIVE PROGRAMMING

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GOAL 3.2: STUDENT MENTAL HEALTH AND WELLNESS SERVICES

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GOAL 3.3: CAREER AND TECHNICAL EDUCATION EXCELLENCE

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Theme 4 | Transparency and Communication

 

GOAL 4.1: FAMILY AND COMMUNITY ENGAGEMENT

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GOAL 4.2: TRANSPARENCY WITH COMPONENT DISTRICTS

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GOAL 4.3: INTERNAL STAFF COMMUNICATION

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Theme 5 | Postive Student Outcomes

GOAL 5.1: POST-SECONDARY PREPAREDNESS AND TRANSITION

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GOAL 5.2: ACADEMIC ACHIEVEMENT AND LEARNING PROGRESS

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GOAL 5.3: STUDENT VOICE, BELONGING, AND SAFETY

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This glossary defines key terms used throughout the Orange-Ulster BOCES Strategic Plan 2026 to 2031. Terms are organized alphabetically. Definitions should be written in plain language accessible to all readers, including families and community members who may not be familiar with education-specific terminology.

• IEP | An Individual Educational Plan (IEP) is a special education plan for a student based upon their documented special education needs.
• LRE | The least restrictive environment (LRE) is the education setting that has the fewest restrictions and allows for the greatest learning for a student.
• MTSS | Multi-tiered System of Support (MTSS) is a system of three levels of learning and assessment supports.
• SLO | Student learning objective (SLO) describe key learning objectives for a group of students and how they will be assessed
• TRP | The Teacher Residency Program (TRP) is a teacher training program for paraeducators and teaching assistants. Residents earn a masters degree and teacher certification.
• UPLIFT |  The UPLIFT Program is a teacher training program for paraeducators and teaching assistants. UPLIFT participants earn a bachelors degree and initial teacher certification.