Mission

Vision

Beliefs

• Everyone has the right to a safe, healthy, caring, and culturally responsive environment that fosters equity, dignity, and belonging.
• Our organization must prioritize each individual's right to an inclusive, nurturing environment that supports all individuals connected to them, fostering respect, honesty, trust, and integrity in all interactions.
• Our diverse community of children and adults are our greatest strength and are entitled to high-quality, cost effective, and equitable services.
• A diverse, motivated, and valued workforce, who embrace the agency’s mission and beliefs, is essential for achieving high-quality, equitable outcomes.
• Effective methods and practices empower a diverse workforce to be accountable for the programs and services they deliver, utilizing their expertise and resources to meet the expectations of those they serve.
• The foundation of our organizational success is grounded in continuous evaluation, high standards, innovation, and effective communication through a lens of equity and inclusivity.
• The integrity, equity, and high standards inherent in our educational programs equip students with the personalized skills needed to become active and engaged members of their communities.

Goals

1. HIGH STANDARDS FOR STUDENT ACHIEVEMENT -

   Eastern Suffolk BOCES will ensure every learner who is educated in an Eastern Suffolk BOCES program meets or exceeds expectations set by the New York State Board of Regents.

2. PROFESSIONAL DEVELOPMENT -

   Eastern Suffolk BOCES will support the continued professional growth of current and future educators, leaders, and support staff by providing coordinated programs of needs-based, effective, and affordable professional development delivered through a culturally responsive lens.

3. PROGRAMS AND SERVICES -

   Eastern Suffolk BOCES will promote and offer a wide array of innovative, needs-based services to school districts locally, regionally, and across New York State, facilitating partnerships between school districts, business and industry, municipalities, and institutions of higher education.

4. COST EFFECTIVENESS, QUALITY MANAGEMENT, AND OPERATIONAL EFFICIENCY-

   Eastern Suffolk BOCES will operate with optimum efficiency consistent with the delivery of high-quality, cost-effective services, will utilize best management practices, and will actively seek new funding sources to aid in accomplishing its goals.

5. TECHNOLOGY -

   Eastern Suffolk BOCES will implement and continuously improve integrated technology systems to enhance operational and instructional effectiveness and efficiency, ensure data privacy and support improved outcomes for all members of the educational community.

6. STRATEGIC PLANNING -

   Eastern Suffolk BOCES will continuously obtain stakeholder input reflective of the communities that we serve to identify, assess, prioritize, and communicate its goals and objectives using a flexible strategic planning and budgetary process to support this endeavor. These goals will be used to develop objectives within our programs to create measurable targets anchored in data.

7. HEALTH, SAFETY, SECURITY, AND SPACE -

   Eastern Suffolk BOCES will ensure that all students and staff have a safe, secure, and accessible environment that supports both physical and mental well-being in which to work, learn, and succeed.

8. INTERNAL AND EXTERNAL COMMUNICATION -

   Eastern Suffolk BOCES will ensure that all stakeholders and their communities are fully informed about the full range and benefits of Eastern Suffolk BOCES services.

9. HUMAN RESOURCES -

   Eastern Suffolk BOCES will recruit, retain, and empower a highly-qualified and diverse staff from varied backgrounds and experiences, while serving as a regional resource and model for human resource administration.

10. RESEARCH, PROGRAM EVOLUTION, AND REGIONAL ADVOCACY-

    Eastern Suffolk BOCES will serve as leaders to meet the present and future needs of its diverse community of stakeholders through outreach, research, program evolution, and regional advocacy.

History

In 1948, a New York State law called the Intermediate School District Act gave the go-ahead for certain small school districts to combine their purchasing power, thus forming the first BOCES. By sharing the costs of services and programs through the BOCES, the districts could now assure high quality programs for students while saving their taxpayers money.

School districts are not required to use any BOCES programs or services. They choose to purchase a BOCES service rather than providing it on their own when they believe that the cost and quality warrant it. (In this sense, a BOCES resembles a business more than a public school district, though the BOCES are not organized for profit.) If a member district determines that it can provide the service better and/or for less money on its own, the district is free to do so.

When two or more districts within a BOCES identify a need (for example, special educational classes) it is the responsibility of their BOCES to help them fill the need. In this way, new BOCES programs and services are created at the request of member districts.

Member districts share the cost of the services in which they participate. Each district pays a percentage of the total cost, based on how much service it purchases. The more school districts that participate, the lower the cost for everyone.

There are 37 BOCES in New York State. Statewide BOCES website.

Special Education Program Completer

Students who complete a program of study in the Eastern Suffolk BOCES Department of Special Education programs will demonstrate a range of competencies in areas of academic, social/behavioral, transition/living skills, and employability skills, based on individual strengths, abilities, and cognitive functioning. These include:

• Successful completion of New York State requirements to obtain a Regents Diploma, a Skills Commencement Credential, or a Career Development and Occupational Studies (CDOS) Commencement Credential.
• Competencies in academic foundation skill areas of reading, writing, mathematics, speaking, and listening skills that reflect New York State Standards at a commencement level, or as outlined in the student’s Individualized Education Plan.
• Competencies in transition skill areas leading to a range of post-graduate outcomes including post-secondary training (higher education, vocational education, supported employment), Adult Career and Continuing Education Services (ACCES), assisted living placements, or acceptance into the military services.
• Competencies in the utilization of technology to research and evaluate information, as well as to communicate effectively through correspondence through presentations, or by use of augmentative or assistive communication devices.
• Competencies in social and behavioral skills as reflected in effective functioning in post-secondary training/higher education, employment, military services, assisted living, and small and large group environments.
• Knowledge of, and competency in, interacting with people of diverse backgrounds.

Special Career Education (SCE) Program Completer

The purpose of Special Career Education is to provide quality career education programs that will transition each student from secondary education to competitive employment. Students who complete a program of study in any of the Eastern Suffolk BOCES SCE programs will be able to demonstrate:

• Competency in specific technical skills and knowledge through participation in the special career education program of his/her choosing. Achievement will be reflected in each student’s Employability Profile Report and quarterly grade.
• Successful completion in a paid or unpaid work-based learning experience leading to well-developed employability skills/work ethics and permanent employment.
• Increased confidence, awareness of self-worth and maturity, as well as knowledge of, and competency in, interacting with people of diverse backgrounds.
• Participation in appropriate transition planning.

This plan may lead to the following outcomes:

• Obtaining an entry level position in the workforce as the first step in his/her career path.
• Articulation into our Academy Program, Eastern Suffolk BOCES Adult and Health Sciences Program, a college or a trade school as a result of his/her course of study with our program.
• Acceptance into other career training programs such as Supported Employment and other community-based agency programs.
• Referrals to various state agencies for continued support, such as ACCES/Vocational Rehabilitation and the Office for People With Developmental Disabilities/Office of Mental Health.
• Successful completion of New York State requirements to be eligible to receive a Skills and Achievement Commencement Credential or a Career Development and Occupational Studies (CDOS) Credential.

Adult Education Program Completer

A student who completes a career training program through rigorous coursework, articulations, and real-world experiences in the Eastern Suffolk BOCES Adult Education programs will demonstrate a range of competencies that will prepare them for both college and the workplace. Adult CTE students:

• Possess knowledge and can apply purposeful and specific technical skills, problem-solving, critical thinking, and are proficient in the use of innovative tools, resources, and systems.
• Demonstrate achievement of specific technical skills as reflected in course completion, certification, licensure, and/or employment.
• May have participated in internships, clinical experiences, pre-apprenticeships, and work-based learning opportunities.
• Earn industry-recognized certifications and stackable credentials preparing them for entry-level positions in the workforce.
• Have knowledge of, and competency in, interacting with people of diverse backgrounds.
• Are proficient in the use of technology aligned with industry standards.

Career and Technical Education (CTE) Program Completer

When a student completes a program of study in any of the Eastern Long Island Academy of Applied Technology programs, recommendations are made to the home school district to grant an endorsement on the student’s high school diploma. The district then awards endorsements based on that recommendation. Through rigorous coursework, articulations, and real-world experiences, students completing a program at the Eastern Long Island Academy of Applied Technology have the advantage of graduating from high school prepared for both college and the workplace. CTE students:

• Possess knowledge and can apply purposeful and specific technical skills, problem-solving, critical thinking, and are proficient in the use of innovative tools, resources, and systems. Demonstrate achievement of specific technical skills as reflected in his/her Employability Profile Report.
• Have earned college credits, giving them an extra advantage when entering higher education.
• Experienced internships, pre-apprenticeships, and work-based learning opportunities.
• Engaged in local and national clubs, industry-specific organizations.
• Developed interpersonal and leadership skills that enhance academic, personal, and career development.
• Earned industry-recognized certifications and stackable credentials preparing them for entry-level positions in the workforce.Have knowledge of, and competency in, interacting with people of diverse backgrounds.
• Have competency in the use of technology that is aligned with industry standards.