State residents will head to the polls on Tuesday, May 20 to vote on school district budgets and elect school board members.

The final state budget includes $37.6 billion in total school aid, an increase of $1.7 billion over the current year. The budget includes a minimum of a two percent increase in Foundation Aid. While the state budget provides an overall increase in Foundation Aid, fluctuating economic indicators, specifically a decrease in the Consumer Price Index (CPI) since the Governor’s proposed budget in January, resulted in a $38 million statewide reduction from initial projections. This means that while no district will receive less funding than current year, some will see smaller increases than originally anticipated.

The final state budget makes several changes to the Foundation Aid formula, including replacing outdated poverty factors with three-year averages, and increasing the weight for English language learners, or students whose first and primary language is not English. The budget also provides universal free breakfast and lunch to all students regardless of their families’ income.

The final budget requires every school district, charter school, and Board of Cooperative Educational Services (BOCES) to adopt a written policy prohibiting students from internet-enabled devices on school grounds during the school day, no later than August 1, 2025. Prior to adopting the policy, local stakeholders must be consulted. The policy must include at least one way for parents and guardians to contact their student during the day, and at least one method for onsite storage, which may include the student’s locker. The policy may include exceptions, including when it’s necessary to manage a student’s health care. The budget includes $13.5 million for expenses related to the implementation of this distraction free policy statewide.

This year’s school budget development process was unique as this was the state’s latest budget since 2010. As a result, local school boards had to adopt a proposed spending plan before final state aid numbers were available.

It is important to note that each school community has different circumstances and priorities impacting their specific budget proposals, from how much aid it receives and prior spending plans to contractual obligations, demographics or district size. The expiration of federal stimulus funding, which provided temporary relief during the pandemic, has created a ‘fiscal cliff’ for some districts. The end of this one-time funding source has forced difficult decisions regarding staffing and program cuts that districts need to address student needs.

In this environment of uncertainty, school districts are proposing budgets that include spending increases, prioritizing the continuation of existing programs and services while carefully considering any new initiatives. However, some districts have reduced expenses through cuts to staffing, programs or services.

Tax levy caps, which limit the amount that districts can raise through property taxes, constrain a district’s ability to generate local revenue. This year, we are also seeing the impact of prior year tax levies when school districts did not maximize their tax levy within the allowable limits over several years, which caused future revenue gaps.

This year’s school budget votes are particularly critical, occurring amidst a confluence of significant challenges: a delayed state budget, changing funding formulas, the loss of federal stimulus funds, rising healthcare costs, and broader economic uncertainties.

Learn more about your school district’s proposed budget, any additional propositions put up by your board, such as capital projects or school bus purchases and review information on candidates running for your school board. Exercise your right to vote. School district budgets are one of the more unique budgets in New York State, providing residents with the opportunity to vote on proposed spending plans, unlike municipal and state budgets.

March marked Women in the Trades Month, a reminder of the evolving landscape of our workforce and the crucial role that Career and Technical Education (CTE) programs, like those offered by Questar III BOCES, play in workforce development regionally.

While fields like automotive, construction, welding, and aviation remain largely male-dominated – with women comprising 6.2 percent or less of the workforce in many of these trades according to U.S. Bureau of Labor Statistics data – the success stories emerging from our BOCES offer a beacon of hope and a clear path forward for young women.

The experiences of Madisyn Werner, Elise Maland, Madisyn Bulson, and Klara Daoust illustrate the transformative power of CTE programs. Their journeys highlight how early exposure, hands-on training, and supportive environments can empower women to not only enter but also thrive in skilled trades.

Madisyn Werner, a Fire Science student from Greenville CSD, embodies dedication to public service. Already a volunteer firefighter, she is diligently working towards a career as an EMT. Her commitment shows the direct pathway CTE provides into essential roles.

Elise Maland, also from Greenville CSD, discovered her passion through a motorsports technology class at her home school. This initial spark led her to Questar III’s welding program and subsequently to our Youth Apprenticeship Program, where she was matched with Peckham Industries. Elise hopes to continue her employment with Peckham after graduation.

Madisyn Bulson, a Heavy Equipment student from Averill Park CSD who is one of only three women in her class, completed an apprenticeship with Gallivan Corporation. This proved to be a confidence booster, solidifying her sense of belonging in this field. After graduation, Madisyn plans to enter the workforce and has several job options to weigh this spring. Her long-term aspirations include earning a construction management degree and starting her own business – a testament to the entrepreneurial spirit fostered by CTE.

Klara Daoust, an Automotive Technology student from East Greenbush CSD, leveraged the Youth Apprenticeship Program to gain experience at Wally’s Ford. Looking ahead, Klara will further her education at SUNY Morrisville’s Ford Asset program, drawn by their specialized shops and certification opportunities. By stacking industry-recognized credentials, including her high school ASE certification, Klara is strategically positioning herself for success in the automotive field.

These individual narratives are further supported by the experiences of alumni like Breanna Kristiansen, who works at Greco Construction. Her willingness to return as a guest speaker for the “Women in the Trades” group provides students with invaluable insights and encouragement from someone who has navigated a similar path.

About 40 percent of the students in Questar III’s CTE, New Visions, and Career Studies programs are female. While we have strong female representation in cosmetology and nursing assistant, as well as balanced gender representation in areas like criminal justice and culinary arts, programs in auto, aviation, construction, heavy equipment, HVAC, and welding still have low female enrollment.

This disparity underscores the need to broaden the appeal and accessibility of these trades to young women. Skilled trades form the bedrock of our economy, yet the underrepresentation of women, coupled with an aging workforce nearing retirement, presents a significant challenge. It is important for young women to recognize the immense opportunities these careers offer – competitive pay and benefits, often without the burden of significant college debt, and the potential for employer-paid training through apprenticeships.

Questar III is actively addressing this challenge. Our commitment includes outreach to students and families. We are also launching a new CTE summer camp in Hudson and Troy for eighth, ninth, and tenth graders, aiming to ignite early interest in these fields. Please visit www.questar.org/CTESummer to learn more.

Furthermore, partnerships with local companies like GNH Lumber & Home, Herrington’s and Curtis Lumber through the Northeast Construction Trades Workforce Coalition are providing hands-on experiences for elementary students in Columbia, Greene, and Rensselaer counties, introducing them to the practical skills and career possibilities within the building trades.

Thank you to our partners for helping raise awareness in the trades and providing us with guidance and hands-on opportunities for students of all ages, abilities, backgrounds, and interests. Thank you also to our partner districts for expanding educational opportunities for students in our region.

This budget – which is the only portion of the BOCES budget that districts vote on each year – provides for a variety of operational and support activities of the BOCES as well as services to local districts.

School districts will finalize program and service purchasing for next year on May 1. After that time, the organization will adjust all budgets based on requests.

Component school boards also voted to fill four seats on the Questar III Board of Education. Questar III Board Members Edmund Brooks (Ichabod Crane CSD), David Finch (Greenville CSD), Nadine Gazzola (Taconic Hills CSD), and Melony Spock (Chatham CSD) were reelected to three-year terms starting July 1.

Questar III District Superintendent Dr. Gladys Cruz, Muriel Faxon, Questar III Board President Nadine Gazzola, and Questar III Board Member Melony Spock.

Questar III BOCES presented the 22nd Annual G. Lucius Cary Leadership Service Award to Muriel Faxon at its Annual Meeting on April 2, 2025.

The G. Lucius Cary Award is given in recognition of outstanding leadership and contributions through volunteer service – reflective of the values and beliefs of Questar III. The award, which is Questar III’s highest honor, is named after former BOCES board member, G. Lucius Cary.

A lifelong resident of Columbia County, Faxon has served on the Chatham Central School District Board of Education for more than 25 years over four different decades. She was first elected to the Board in 1973, where she served until 1986. She served as Vice President during the 1978-1979 school year and President for the 1979-1980 school year.

Decades later, a resignation on the Board prompted Chatham CSD to put out a call for volunteers to fill a vacancy, and Faxon again stepped up to the plate in 2012 to fill a seat until the next election. In May 2013, Faxon was elected to a full term and has continued to serve on the Board ever since. During that time, she has served on the Board’s Facilities Committee, Negotiating Team, Liaison Committee, and Chatham Public Library Advisory Committee. She was Board Vice President during the 2017-2018 school year.

Faxon also serves as a trustee for the Chatham Education Foundation, a private organization that provides significant annual grants to support unique educational opportunities for Chatham CSD students. She is an active sponsor of Chatham’s Fine Arts Booster Club, has chaperoned various field trips, directed high school theater productions and helped stage homecoming halftime shows. She also assists with bookkeeping for the Columbia County Youth Theater and remains an active member and volunteer at St. James Catholic Church. She previously served as choreographer for the Mac-Haydn Theatre, beginning with its second season in 1970 and remained involved as a board member until last year.

“Muriel Faxon’s life is a testament to the power of passion, service, and community. We are deeply honored to celebrate a woman whose generous spirit, kindness, and lifelong dedication have touched so many. Thank you for your service,” said Dr. Gladys I. Cruz, Questar III BOCES District Superintendent.

Author Anamika Mishra wrote, “I love March as it gives me hope that new beginnings are always beautiful.” Her quote perfectly captures the essence of this transitional month and its bridge between winter’s slumber and spring’s reawakening.

March is more than just a seasonal shift; it is also a powerful metaphor for the human spirit. In the early Roman calendar, March (known as Martius) was the first month of the calendar and the start of the military campaign season. While this may seem contradictory to renewal today, it also coincided with the spring equinox and the restoration of equilibrium in both nature and within us.

The month of March serves as a reminder that while we may go through difficult winters, periods of stagnation, or even times when hope seems to wane, these moments can be temporary. Just as the dormant bulb has the potential to bloom brightly, we too possess the capacity for new beginnings. This can range from taking walks and getting fresh air to reconnecting with friends and family, pursuing new hobbies or starting a new job or relationship.

Our public schools also hold profound symbolic value within our communities. They represent much more than just places of learning. They embody considerable hope and promise. Our schools are places where students can discover a passion or talent or meet lifelong friends. They are also a place where a teacher’s or other school staff person’s encouragement can transform a once hesitant student into a confident learner, or a quiet observer into a powerful voice.

Public education has long been the cornerstone of our country’s democracy and a great equalizer – a means for every child, regardless of their background, to reach their fullest potential. For some students, this may be overcoming poverty or other challenges outside their control.

Schools are also gathering places, where the community comes together for various activities and programs. In many areas, especially rural ones, our schools are the heart of the community and a source of considerable pride. We wear our school’s or district’s branded apparel, donate money to help a team or club, share social media posts, and brag about our children, neighbors and others.

While our schools can symbolize a commitment to progress and the belief that the future can be better than the present or past, this promise can only be realized through the investment of time and resources. Hope, like a precious seedling, requires nurturing and the right environment to grow and flourish. It requires the dedication of many individuals working towards a shared purpose and the appropriate ingredients in the right amount.

As we navigate local, state, and national discussions about our schools and education in the months ahead, please think about what is at stakes and the why we exist as public schools. It is about the future of our children, grandchildren, and communities.

The hope that March embodies is a call to action. It is a reminder that we have the power and responsibility to protect the mission and integrity of public institutions like our public schools. While we may not always agree on how to achieve this, we can model civility and respect of different opinions for our children and others.

The same can be said of the community organizations and non-profits serving our communities. They too represent hope, and a means for helping others achieve – and they also need our help and support. We can achieve so much more together.

So, let’s shake off the winter blues and embrace the promise of spring’s renewal. Let’s celebrate the transformative power of our schools and ensure that we continue to change lives, realize dreams, and do together what can’t be done alone. Attend a school event, volunteer if you can, or just strike up a conversation with a teacher, school official, parent or student. You can make a difference by investing in the hope and promise of our students, schools, and communities. As policymakers are preparing to develop a state budget, connect with your schools to learn about its priorities and advocate for your schools with your legislators.

This column will appear in the Register Star and The Daily Mail newspapers.

Last month, Governor Hochul presented a $252 million Executive Budget proposal for the 2026 fiscal year. This includes $37.4 billion in school aid spending, or an increase of 4.7 percent. Below is a summary of some of the most impactful areas in public education.

Changing Foundation Aid
The Executive Budget begins the process of reforming the Foundation Aid formula by updating two measures of the percentage of low-income students in a school district, consistent with the recommendations of the Rockefeller Institute of Government and the Board of Regents. The proposal will drive more aid to low-wealth school districts and guarantee that each district will receive at least a two percent increase in Foundation Aid. Foundation Aid represents about 70 percent of all school aid. An estimate of school aid runs is available at https://tinyurl.com/FY26aid.

Enacting cell phone bans
Governor Hochul proposes to restrict the unauthorized use of smartphones and other internet-enabled devices on school grounds during school hours to ensure a distraction-free learning environment. She cited a study that found 95 percent of 13- to 17-year-olds have access to smartphones and they’re receiving over 250 notifications per day.

The plan would direct schools to come up with distraction-free school policies. Schools would have flexibility in how they implement the ban, including exemptions for students with medical reasons, to assist non-English speakers, and for students with learning disabilities. The Executive Budget proposal includes $13.5 million to aid in the purchase of lockers, pouches or other equipment to store devices.

Expanding meals for all students
The Governor is also proposing $340 million to provide free school breakfast and free school lunch for every student in New York. Currently, 90 percent of the state’s students are eligible for free meals. This proposal would enable the remaining 10 percent of students to receive free meals.

Launching the College in the High School Opportunity Fund
The 2026 fiscal year budget provides $64.6 million for this fund, including $52.4 million for Smart Scholars, Smart Transfer, and Pathways in Technology Early College High School (P-TECH) programs, and $12.2 million to provide new ongoing, per-credit funding for College in the High School programs. This program will focus on providing support for economically disadvantaged students and will be free for students in qualified programs.

Questar III BOCES offers an Early College High School and P-TECH program in partnership with Hudson Valley Community College. Students from Columbia, Greene and Rensselaer counties can earn both a high school diploma and an associate’s degree simultaneously at the Questar III & HVCC STEM High School, located on the Hudson Valley Community College campus.

The Governor is also proposing $1.8 billion to expand access to childcare and $1.3 billion in new capital funding for public colleges and universities in the SUNY and CUNY systems. Additionally, she is proposing $825 million to expand the Child Tax Credit over two years, giving eligible parents $1,000 for kids under 4-years-old and $500 for kids ages 4-16.

It is important to note that this is just a portion of the Governor’s Executive Budget proposal – and the starting point for the state’s budget development discussions. The Governor and State Legislature must now negotiate a final agreement for the start of the state’s new fiscal year on April 1.

Residents across the region and state will vote on their local school district’s proposed spending plan and elect school board members on Tuesday, May 20. Learn more by visiting your district’s website or attending a school board meeting.

This column will appear in the Register Star and The Daily Mail newspapers.

Let’s look ahead at some of the items impacting public education in the coming months.

School funding

School funding will continue to be a focus of conversations in Albany and across the state. Last January, Governor Hochul sought to remove “save harmless” in the Foundation Aid formula. This provision, which prevents districts from receiving less funding than it did the prior year, would have impacted more than 300 districts this school year. Ultimately, the Legislature rejected this change, and the Governor and Legislature agreed to fund a Foundation Aid study by the Rockefeller Institute of Government.

The Rockefeller Institute held five listening tours across the state to gather feedback on the formula, which accounts for about 70 percent of state aid that is distributed to schools. Much of the feedback centered on the fact that the Foundation Aid formula is outdated (such as using poverty data from the 2000 Census).

The institute’s final report – issued last month – recommended several changes, from updating certain calculations to phasing out the safe harmless provision over time. Following the report’s release, Governor Hochul was quoted that she now opposed cutting funding to some schools with declining enrollment.

Last month, the state Board of Regents issued its state aid proposal, which like the Rockefeller report is non-binding. The Regents called for an increase in Foundation Aid to account for updated poverty rates, regional cost index, and economically disadvantaged counts.

As mandated by the state constitution, the Governor will present her executive budget proposal later this month – the start of the state’s annual budget cycle, with its April 1^st budget deadline. School boards will then adopt spending proposals in mid to late April and residents will vote on their local district’s proposed budget on Tuesday, May 20.

Cell phones

The debate over cell phone use in schools also continues locally and across the state. New York State United Teachers (NYSUT) has called for the Governor and Legislature to provide consistent, statewide restrictions on cellphone use during the school day. The organization cited the harmful impact of social media and the distraction on learning.

The Governor, which has also expressed similar concerns, conducted a listening tour on this issue. She has indicated that she will look to implement a statewide policy during this legislative session.

Until now, the decision has remained a local one for school boards. For example, Schoharie CSD implemented a ban two years ago which included smartphones, flip phones, smartwatches and earbuds. Opponents have argued that cell phones can be valuable resources, both for learning, and communicating during an emergency.

If implemented, New York would join five other states in passing legislation to ban or restrict students’ use of cell phones statewide or direct local districts to form their own policies. This includes Alabama, Florida, Indiana, Ohio, and Virginia. Los Angeles Unified School District, the second largest school district in the country, voted to implement a ban starting this month.

Regionalization

School districts locally and across the state are meeting with their local Board of Cooperative Educational Services (BOCES) to work on regionalization plans as part of a statewide initiative. Regionalization – which was the focus of my November column – seeks to address challenges like declining enrollment, budget constraints, and inequitable access to resources. Local districts can choose to participate in opportunities to continue to build on the spirit of the cooperative by developing programs and services together. Each of the 37 BOCES will send an interim progress report to the New York State Department of Education on their region’s work and conversations by April 1.

The output of this initiative, the regional plans and recommendations, seek to highlight the work local districts are already doing, uplift the work they are planning to do, and identify the resources and supports they need to carry out their plans—especially those they wish to recommend the state consider in shaping future budget and legislative priorities, and policy/regulation changes.

We are committed to making this more than a compliance activity with the state, but rather a means to improve the outcomes, opportunities, and operations of our local school districts. Together, our conversations will help to inform local decision making in meeting the needs of all students and strengthening our public education system.

This column will appear in the Register Star and The Daily Mail newspapers.

Dr. Gladys Cruz (right) accepts the Excellence in Executive Leadership Award from AESA.

The Association of Educational Service Agencies (AESA) has honored Dr. Gladys I. Cruz, district superintendent and CEO of Questar III Board of Cooperative Educational Services (BOCES), as the recipient of the 2024 Excellence in Executive Leadership Award. This prestigious honor recognizes exemplary leaders who drive innovation, champion equity, and transform education for students, staff, and communities.

Cruz exemplifies visionary leadership through her transformative work in New York’s Rensselaer, Columbia, and Greene counties, as well as her far-reaching influence on education statewide and nationally. As the first Hispanic woman to lead an educational service agency in New York State and past president of AASA, The School Superintendents Association, she has been a trailblazer in public education and a steadfast advocate for equity and inclusion.

“She has not forgotten about her experience growing up as a child struggling to speak a new language in a new place,” said Nadine Gazzola, board president of Questar III BOCES. “Since 1998, Dr. Cruz has mentored and trained more than 7,000 Hispanic and Latino students across the state as part of the Puerto Rican Hispanic Youth Leadership Institute (PRHYLI). The program has leveled the playing field for young Latino women and men – and provided them with a voice to advocate for the issues impacting their communities.”

Beyond her achievements at Questar III, Cruz’s national impact is evident. In her role as president of AASA, she championed leadership development for aspiring superintendents, promoted equity-focused education initiatives, and addressed critical challenges in the field, including bilingual education and school safety. Her efforts have redefined what is possible for educational service agencies and public education at large.

Cruz’s recognition as the 2024 Excellence in Executive Leadership Award recipient reflects her unwavering dedication to fostering a future where every student can succeed and thrive, regardless of their background or circumstances.

In November, the New York State Education Department presented NY Inspires, its plan to transform public education across the state over the next five years. This initiative, designed to promote greater equity within the education system, was informed by extensive stakeholder engagement over the past five years, including in-person and online sessions, some which were facilitated locally by Questar III BOCES. Thank you to those who provided feedback.

The proposed transformations – which align with recommendations from the Blue Ribbon Commission on Graduation Measures – include some of the most significant changes in public education in the state in more than 150 years. Key elements of the state’s plan include:

• Implementation of Four Transformations: This includes adopting the New York State Portrait of a Graduate, redefining credits to focus on proficiency, decoupling Regents assessment from graduation requirements, and moving to one diploma. The New York State Portrait of a Graduate would require students to demonstrate proficiency in seven essential areas: critical thinking, effective communication, cultural and social-emotional competences, innovative problem solving, literacy across content areas, and global citizenry.
• Phased Approach: The plan features a structured timeline consisting of a planning year followed by three distinct phases for implementation. The image below shows the changes that will be implemented over the next five years.
• Enhanced Stakeholder Engagement: The state is committed to incorporating additional opportunities for stakeholder feedback throughout the process.
• Focus on Planning and Professional Development: The plan allocates time for thorough planning, professional learning opportunities, and clear communication among all participants.

Ninth graders who begin high school in the fall of 2027 would be the first cohort not required to pass Regents Exams to earn a high school diploma although these exams would continue to be offered in math, English, and science to comply with federal testing requirements. These students would have additional pathways to graduation, including internships, work-based learning, capstone projects or community service. The state expects the new graduation measures to be fully phased-in by the 2029-30 school year.

The state also proposes to add new required courses in the 2026-27 school year, including financial literacy.

Ultimately, the State Board of Regents must approve any changes to the state’s graduation requirements. Questar III will continue to provide our school districts with leadership and professional development support as these changes will have far-reaching implications for our students, teachers, and collaborative work moving forward.

Please visit www.nysed.gov/grad-measures to learn more.

This column will appear in the Register Star and The Daily Mail newspapers.

As the District Superintendent of the Board of Cooperative Educational Services (BOCES) in Rensselaer, Columbia, and Greene counties, I am tasked with helping local school districts with a New York State Education Department (NYSED) initiative called Regionalization. The purpose of this initiative is to foster discussions and ideas to improve student opportunities and operational efficiencies by sharing resources.

To start, let me share what regionalization is not. It is not about forcing merger, annexation or unwanted services onto local districts. It is also not about forming a super BOCES or duplicating what we already do as an educational service agency.

For more than 75 years, BOCES across the state have provided a means for districts to do together what may be difficult, if not impossible, to do alone. This initiative continues this long-standing practice of collaboration and cooperation, from shared programs and services to participating in regional dialogues.

Regionalization is designed to spur regional conversations across the state to leverage existing strengths and expertise to address common challenges. These challenges – which include declining student enrollment, fiscal constraints and potential changes to school funding, and educational inequities – impact school communities differently.

Possible examples of Regionalization could range from developing new programs to sharing resources. This collaboration does not have to happen within the BOCES; it could be done between districts. We already have examples of this, such as local districts that have merged sports teams (such as Berlin and New Lebanon for all sports) to districts that share staff, programming, or equipment with others.

NYSED will play a key role in facilitating these conversations. It will provide guidance, resources and support to help districts identify their unique needs and develop collaborative solutions.

As the District Superintendent, I will serve as a facilitator to compile the plan and recommendations based on input from our superintendents and others, and to foster ideas and collaboration among our districts.

In April 2025, I will be required to submit an interim progress report with NYSED on what has been discussed regarding the region’s strengths, needs, and preliminary suggestions for action including requests for legislative changes, regulatory changes/relief, or additional resources.

As part of Regionalization, local school districts are required to:

• complete an online survey to summarize and reflect on their local strengths, needs, and vision (due December 6, 2024)
• participate in regional convenings to discuss the aggregate needs of our tri-county region
• help develop a regional plan and set of recommendations for creating and enhancing access to opportunities for all students in our region
• collaborate to implement and amend, as appropriate, regional plans beginning in the 2026-27 school year if their district has an activity listed in the plan for their school(s), and
• Engage in the planning process to reflect on progress and update the region’s plans and recommendations every 10 years.

Our region’s final plan, due October 2025, will be developed by the school districts in Rensselaer, Columbia, and Greene counties. It will include a regional activity plan, or the items the districts have agreed to work on together. It will also include regional ideas and recommendations, or items that districts would consider pursuing regionally if they had additional resources, or legislative/regulatory changes. Districts will not be required to participate in any activities or commit local resources without their agreement or consent.

The output of this initiative, the regional plans and recommendations, seek to highlight the work local districts are already doing, uplift the work they are planning to do, and identify the resources and supports they need to carry out their plans—especially those resources and support they wish to recommend NYSED consider in shaping future budget and legislative priorities, and policy/regulation changes.

We are committed to making this more than a compliance activity with the state, but rather a means to improve the outcomes, opportunities, and operations of our local school districts. Together, our conversations will help to inform local decision making in meeting the needs of all students and strengthening our public education system.

This column appeared in the Register Star and The Daily Mail newspapers.