Advocacy

Component school districts in the WSWHE BOCES, including Queensbury, have established a set of regional advocacy priorities for the legislative session. 

Queensbury UFSD Board of Education legislative priorities

Increase State Support for Career and Technical Education

Career and Technical Education (CTE) programs provide students with essential skills that prepare them for college and careers. However, the existing BOCES aid formula for CTE programs operated by BOCES only allows districts to receive aid on the first $30,000 of a BOCES instructor's salary. The average salary of a CTE teacher is now at least $65,000, and the aidable portion should be increased to ensure that districts can adequately support these programs. 

  • We request that the BOCES aid reimbursement for BOCES CTE teacher's salary to be increased to $60,000.


Workforce Development

School districts are facing extreme workforce challenges. Teachers, bus drivers and other staff shortages are making it increasingly difficult to fully and properly staff buildings. Compounding the issues caused by the lack of candidates in the pipeline, current professionals are increasingly choosing to leave their roles earlier in their careers.

To address the growing problems of recruitment and retention, the state should consider policy changers and programs that would attract people to needed roles and incentivize employees to stay. Increased flexibility in teacher certifications adopted in the last year has helped districts to more effectively utilize those teachers that they are able to hire, but continued adjustments and increased reciprocity with other states are needed.

The restrictive benefit structure and older retirement age for Tier 6 of the retirement system have diminished the effectiveness of a once attractive recruitment and retention tool that could be restored with adjustments to the benefit structure. In the short term, once again extending the ability of retirees to work in school districts without pension penalty or a 211 waiver would allow districts to continue to use willing retirees to fill gaps while the employee pipeline is strengthened. 

  • We request that policymakers increase flexibilities in teacher certification, retiree employment and Tier 6 reform.

Ongoing Capital Projects

Current law allows school districts to make one "capital outlay" annually. Under this provision, each district may conduct one project that has a cost of $100,000 or less and is paid for in cash each year. Districts then receive their total building aid on the full project in the next year. Because these projects do not require voter approval or borrowing, they can be completed more efficiently and save both the state and the district money, because of the lack of interest.

The current project threshold of $100,000 was established in 2002 and has not increased since. In the two decades that have passed, the relative buying power of $100,000 has decreased significantly. That was true before COVID-19, but in the last three years, prices for materials and labor have increased exponentially. 

  • We request that the spending limit for capital outlays be raised to $250,000 annually beginning in the 2024-25 school year. 

2024-2025 School Aid

Districts around the state, including those in the WSWHE BOCES region, are appreciative of the state's efforts to fully fund the Foundation Aid formula in the expense-based aids. To ensure that all students are supported, we ask that the following provisions be included in the next state budget: 

  1. A due minimum increase for all districts, regardless of Foundation Aid phase-in level.

  2. A "save-harmless" provision to ensure a stable funding baseline for all districts.

  3. Support an initial evaluation of the current cost to educate a successful student. 

  • We request that these provisions be included in the 2024-2025 State Budget .

Zero Emission Buses

School districts around the state recognize the importance of taking steps to reduce emissions and protect the environment for the students of the future. Current state law requires that all new school buses acquired be zero emissions by 2027 and all buses in operation must be zero emissions by 2035. The first state guidance on the transition was not released until almost a year and a half after the law was enacted — and districts are already running into barriers.

The supply of buses for the districts that have the funding and infrastructure in place to begin operations are not adequate or timely. Existing systems and supports have not been updated to reflect this change. Districts need to be able to avail themselves of the full range of state resources and support through existing aid streams and programs. 

  • We request that the State evaluate all existing programs around transportation, capital and planning and make updates to all planning and funding streams to include costs related to planning and executing this transition. 




Local Representatives

NYS Senator Dan Stec

45th Senate District
Email Dan Stec

NYS Assemblyman Matt Simpson

114th Assembly District
Email Matt Simpson

U.S. Congresswoman Elise Stefanik

21st Congressional District
Email Rep. Stefanik online
Facebook: Rep. Elise Stefanik
Twitter: @RepStefanik

Statewide Representative
Gov. Kathy Hochul
Email Gov. Hochul online
Twitter: @GovKathyHochul

Spreading the word

The following are ways in which the school community builds awareness of its priorities throughout the year.

January

The legislative session begins in Albany, and the governor typically delivers his executive budget by the end of the month. School advocates share their priorities via email and social media as well as by letter or during in-person meetings.

February and March 

Various pro-education groups hold public rallies or lobby days in Albany.

June

The legislative session ends after school budgets are set for the following year, so advocates work to ensure no new unfunded/underfunded mandates are passed.

Summer to fall 

Advocates visit local legislative offices to discuss their priorities for local schools.

Messages

Deliver your advocacy messages more effectively by telling gripping stories in brief presentations known as “laser talks.”

Identify the problem

  • In your laser talk, focus first on identifying a problem you want your listener to know about. Try to connect the problem to an issue the listener already cares about.

Present a solution

  • Next, inform the listener about a solution to the problem you just presented. Give examples of how the solution would work and why it would be effective. You might cite a recent study or use other credible statistics.

Issue a call to action

  • The final section of the laser talk is the call to action. Calls to action should be concrete, specific and include a “yes” or “no” question.

Work in a personal story

  • Try to include a compelling, personal story that expands on your laser talk.

Mandate relief

Solving the fiscal crisis for schools, taxpayers

New York schools provide vital programs and services to students and families throughout the state. State legislators and the Board of Regents often prescribe how these services should or can be provided through the passage of laws, regulations and guidelines, generally referred to as “mandates.” Unfortunately, these state mandates have created an environment of unsustainable rising costs for public schools.

How do mandates affect education?

Mandates are designed to help students by requiring greater accountability, by improving the quality of education and/or the educational environment, and by serving the interests of all students or specific student populations. Here are just a few examples:

  • Grades 3-8 and Regents exam testing, scoring, analysis and mailings to parents

  • Annual Professional Performance Reviews for teachers and principals

  • Common Core Standards adoption, implementation and curriculum realignment

  • Special education mandates

  • Internal and external audit requirements

  • Maintenance of a physical and dental health records for every student

  • Numerous plans and reports for the state Education Department

How are mandates causing a crisis for schools and taxpayers?

New mandates often come unfunded or underfunded, meaning districts must reduce non-mandated programs and services or pass on the cost to local taxpayers. Of the 151 mandates that “represent the greatest challenges to districts in terms of financial burden and required time,” 69 percent came with no funding. (source)

Almost every report released on the topic has outlined a series of recommendations on how to achieve mandate relief, but very few of the proposals have actually been enacted. In fact, the Legislature, governor, Board of Regents and the federal government regularly enact new mandates that districts must follow.