In 1948, the New York State Legislature established Boards of Cooperative Educational Services (BOCES) with a mission to deliver shared educational programs and services to school districts throughout the state. This innovative system was designed to enhance educational opportunities while maximizing cost-efficiency for local districts. To delve deeper into the origins and evolution of BOCES, you can explore a detailed history here.
Diverse group of students including adult learner, teen in vocational program, and student with disability
Comprehensive Programs and Services Offered by BOCES
BOCES institutions offer a wide array of programs and services tailored to meet the diverse needs of students and school districts. These include essential management and technology support, cutting-edge career and technical education (CTE), specialized programs for special education, and much more. Today, a robust network of 37 BOCES actively partners with almost every school district in New York State. This collaboration is crucial in addressing the ever-changing educational requirements of students through impactful and economically sound programs.
It’s important to note that BOCES membership is structured to serve component school districts, and therefore, is not available to the “Big Five” city school districts, which are New York City, Buffalo, Rochester, Yonkers, and Syracuse.
The strength of the BOCES network lies in its capacity to extend services to municipalities and state divisions in conjunction with school districts, ensuring cost-effective solutions across a broader scope.
The Role of District Superintendents within BOCES
At the helm of each BOCES is a District Superintendent, who serves as the chief executive officer. This pivotal role carries dual responsibilities, overseeing both the operations of the BOCES and supporting its component districts. Additionally, the District Superintendent acts as the New York State Commissioner of Education’s representative within the region, bridging the gap between state education initiatives and local implementation.
Key Services Provided by District Superintendents:
Liaison Services: District Superintendents play a critical role in facilitating smooth communication channels between local school districts, the New York State Education Department, and other relevant public and private agencies. This ensures that districts are well-informed and connected within the wider educational landscape.
Superintendent Searches: Recognizing the importance of strong leadership, District Superintendents offer assistance to component school districts in the crucial process of selecting new school superintendents. Their expertise can be invaluable in consulting on recruitment strategies, candidate screening, and thorough evaluation processes.
Consultant Services: Drawing upon a wealth of resources and experience, District Superintendents are readily available to consult with school districts on a comprehensive range of educational topics. These consultations cover areas such as:
- Fostering effective board-administration relationships.
- Navigating the New York State Board of Regents Standards.
- Providing clear interpretations and clarifications of state education department commissioner’s regulations.
- Strategic management and planning for district improvement.
- Addressing school boundary considerations.
- Guiding districts through reorganization and merger processes.
For direct contact information, a comprehensive District Superintendent contact list is available.
Advocacy for Educational Excellence and Equity
District Superintendent Chris Todd speaking at a legislative conference
District Superintendents are not only administrators but also passionate advocates for reform, championing educational excellence and equity for all learners throughout New York State. This critical advocacy role demands strong collaboration and leadership at both regional and state levels, working in close partnership with the Commissioner of Education, the Board of Regents, and local school districts. To understand more about the priorities driving this advocacy, explore BOCES of New York State’s advocacy priorities.
Commitment to Diversity, Equity, and Inclusion
Across New York State, the 37 BOCES stand united in their commitment to embracing diversity and fostering equitable and inclusive practices within their schools. As leaders in education, BOCES are dedicated to proactively identifying and dismantling policies and actions that perpetuate cultural biases or lead to the exclusion of any group. This includes actively combating institutional racism and removing barriers that negatively impact student learning outcomes.
Group of diverse students in a classroom setting
Equity and inclusion are not just ideals but are central to the BOCES mission, rooted in a long history of ensuring educational opportunities for students of all abilities, skills, and backgrounds. The educational system is strengthened when every individual is valued and included. Therefore, BOCES throughout New York State are committed to cultivating and maintaining safe and supportive school environments for all students, families, faculty, and staff, irrespective of race, gender, age, sexuality, ability, religion, national origin, gender identity, and other identities. This statewide network leverages its collective strength to guarantee equitable access to educational programs and services and to address systemic racism and biases that contribute to opportunity and achievement gaps.
In a significant initiative, BOCES of NYS has partnered with the New York State Education Department and Tangible Development to create a statewide repository of resources dedicated to supporting diversity, equity, and inclusion in New York schools. Further details about this collaborative effort can be found here.
Developing New BOCES Programs: A Collaborative Approach
Instructor working with students at a light table
BOCES programs and services are strategically developed to align with the evolving needs of students, school districts, and regional business partners. Governed by Education Law section 1950, a BOCES is authorized to provide any educational service requested by two or more component districts, provided it is approved by the Commissioner of Education based on demonstrated need and regional practicality.
Once a service is approved, BOCES informs component districts, requesting a firm commitment to participate by May 1st annually. Subsequently, formal contracts are established between BOCES and participating component districts. These contracts, once endorsed by the Commissioner, are effective for a one-year term, after which they can be renewed, modified, or terminated. Districts also have the option to request multi-year service agreements from BOCES for longer-term collaborations.
For more in-depth information about BOCES criteria and guidelines, please refer to the New York State Department of Education website.
