District details professional development plan as New York shifts assessments and diplomas

The Mineola Union Free School District detailed its professional development plan for 2026–27 on July 1, tying local training goals to statewide shifts in assessments and diploma requirements.

Catherine Fishman's curriculum team delegate, identified in the meeting as Ms. Ortiz, presented the district's Professional Development Plan (PDP). Ortiz said the PDP committee includes teachers (a majority by state rule), administrators, a higher education representative and a parent. "We have a PDP, professional development plan committee, in Mineola. Every district's required to have one," she said, explaining the committee's role in doing a needs gap analysis and recommending targeted learning for faculty.

Ortiz told the board that New York State changes will affect local practice: the state assessment previously referenced as NYSIS will be replaced for English language learners by WIDA ACCESS, Education Law 818 introduces literacy alignment requirements for preK–3, and the state's "Portrait of a Graduate" (New York Inspires) will alter how students demonstrate mastery. "We're going from grades and test scores and GPAs to evidence of readiness, and we're going from a credit based system to a competency based system," she said.

To respond, the PDP committee proposed six goals: 1) support data‑driven instruction and state assessment performance growth; 2) curricular and instructional planning aligned to the Portrait of a Graduate and New York Inspires; 3) vertical, districtwide literacy alignment based on the science of reading; 4) multi‑tiered supports for special populations including students with disabilities and multilingual learners; 5) focus on ethical use of AI and digital citizenship; and 6) adaptative, differentiated PD that is meaningful for faculty.

Ortiz described the committee's planned activities: building data teams supported by Nassau BOCES, expanded PLC time, instructional coaching, new educator workshops for early‑career teachers, consultant workshops and targeted independent study projects led by teacher teams. She said success will be measured by building data action plans and growth on state and benchmark assessments.

During Q&A trustees and community members asked about which grade bands will be affected and how the district will communicate changes to students and families; Ortiz said building‑specific implementation plans and guidance‑led communications will be developed in the coming weeks. She urged staff to "stay on the path" for students currently progressing toward Regents while the state timelines are finalized.

Board members thanked Ortiz for the presentation and noted that the board will discuss district goals and formally adopt them at a later meeting.