Ulster BOCES: Two new approaches that are transforming education

States nationwide are rethinking education to better prepare and support leaders, educators and learners. New York State is leading the way with initiatives like NYSED’s Graduation Measures review and NYS InSPIRES, promoting personalized, competency-based learning.

Traditional models have long marginalized students with disabilities, but by embracing multiple pathways to graduation, we empower students to showcase their strengths, aspirations, and passions.

This work is not just important—it is imperative. Our neurodiverse learners deserve educational experiences that transcend mere compliance and remediation.

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At Ulster BOCES, we embed deeper learning and equity-based, project-based learning into our instructional models and our communities to cultivate environments where students are honored, challenged and empowered. When neurodiverse students are given authentic, hands-on learning experiences that validate who they are, they develop confidence, critical thinking skills and a profound sense of belonging.

This transformative approach aligns with the portrait of a graduate, ensuring that every student, regardless of ability, is prepared for an ever-evolving world where adaptability, collaboration, and problem-solving are essential.

At the Center for Innovative Teaching and Learning, our North Star commitments ensure that all students—particularly our neurodiverse and special education learners—experience dignity, inclusion and a deep sense of belonging in their educational journey.

Every facet of our work is rooted in fostering equitable, process-based, personalized learning, where education is not just about acquiring knowledge but about shaping identities, cultivating agency, and igniting lifelong curiosity.

“Deeper Leading for Deeper Learning,” guided by our Whole Brain-Whole Child model, is at the heart of this work. These guiding principles create learning environments where students and educators engage in meaningful cycles of inquiry, reflection and growth. By prioritizing these elements, we empower our neurodiverse learners to explore, think critically, embrace adaptability and thrive in an ever-changing world.

When we intentionally design student-centered, holistic learning models and establish systems that drive meaningful educational shifts, all students—regardless if they have IEPs or specialized needs—are empowered. They engage with and comprehend academic content, self-regulate and grow their skills and competencies more effectively, enabling them to be inspired and successful.

We are committed to:

• Honoring each student’s unique story and strengths
• Designing learning environments that cultivate confidence and joy
• Supporting neurodiverse learners through collaboration and shared expertise
• Ensuring students practice essential real-world skills in meaningful contexts
• Embedding equity into every facet of planning, instruction, and assessment
• Collaborating across disciplines to nurture the whole child

Whole Brain-Whole Child education

At the core of our mission is an unwavering belief: education must honor the dignity, identity and agency of every child through belonging. The framework is the foundation of our educational design. It acknowledges that learning is not just an academic process, it is a holistic experience that integrates cognitive, social-emotional, exploration and play.

Our approach prioritizes:

• Intentional planning: Designing instructional units that align with each student’s individual strengths and goals.
• Collaborative expertise: Learning specialists, interventionists, and counselors co-create inclusive and meaningful learning experiences.
• Equity-based learning: IEP goals are seamlessly embedded into classroom instruction, allowing students to develop skills naturally and collaboratively.

Role of learning specialists and collective expertise

Our students thrive when surrounded by a team of dedicated educators who see them, believe in them and invest in their growth. Our teams—comprising teachers, teaching assistants, aides, proactive interventionists and related service providers—design learning experiences that are:

• Inclusive: Every student is an integral part of the classroom and schoolwide community.
• Neuro-affirming and strengths-based: Learning is driven by students’ passion and abilities.
• Integrated: IEP goals are embedded into everyday learning, ensuring all students develop critical skills in authentic contexts.

Collaboration is essential in ensuring that all students develop the skills to navigate the school world and the real world. Through co-designing, reflecting, tuning and celebrating learning, our educators create an environment where all students thrive.

Importance of intentional design

Our Whole Brain-Whole Child PBL model ensures that all learning experiences are intentionally crafted to foster inclusivity, deep engagement and community-driven learning at each student’s level. Key elements include:

• Launch experiences: Creating shared experiences that invite diverse perspectives and spark curiosity.
• Empathy-driven design: Conducting observations and interviews to truly understand and honor our students’ experiences.
• Neurodiverse-affirming goals: Incorporating IEP goals through a student-centered lens.
• Iterative learning: Encouraging students to refine and enhance their work through multiple cycles of feedback and hands-on engagement.
• Tuning and reflection: Cultivating a culture of inquiry-driven, student-centered learning.
• Celebration of learning: Providing students with authentic opportunities to share their growth with peers, educators, and the broader community.
• Integration of arts, mindfulness, and communication: Ensuring students have access to multi-modal learning experiences that support self-expression and well-being.

For those interested in “Deeper Leading for Deeper Learning,” our Whole Brain-Whole Child model provides a transformative approach to education that districts can seamlessly implement, enhancing both special education programs and regular education programs. Rooted in the principles of “Deeper Leading for Deeper Learning,” this model empowers educators to design meaningful project-based experiences that can range from one-hour sessions to multi-month units.

By incorporating the collective expertise of related service providers, counselors, and other whole-brain elements, educators can create engaging, inclusive, and developmentally appropriate learning experiences tailored to all student needs. The Whole Brain-Whole Child template offers a structured framework to ensure these projects are both effective and adaptable, fostering a holistic learning environment that benefits all students.

Are we amplifying student voices?

As we forge ahead, our guiding principle remains the same: deeper learning through the lens of dignity and belonging. Our educators collaborate as teams to ensure that each student is fully seen and supported. Their collective expertise is not just valuable—it is vital to the success of our children.

The question we must continually ask ourselves is: Are we amplifying student voices or are we inadvertently reinforcing deficit narratives? By embracing cycles of inquiry—launching, designing, iterating, reflecting and celebrating learning—we are shaping an educational landscape where every student is empowered.