The North Shore Central School District Board of Education formally accepted the results of a February vote approving two capital propositions totaling more than $14 million in improvements to district facilities and athletic fields.
At its Feb. 12 meeting, the board declared Proposition No. 1, the bond measure, was approved by a majority of voters. The measure authorizes up to $11,756,000 for construction and upgrades across district school buildings and sites.
In addition to the bond, voters approved Proposition No. 2, expanding the district’s 2016 Capital Reserve Fund. The board is authorized to expend up to $2,480,500 from the reserve fund to pay for those athletic improvements.
To finance the work, the district will levy a tax not to exceed $11,756,000, to be collected in installments over multiple years. The board may also issue bonds in that amount in anticipation of the tax levy and to pay associated interest costs.
“I am just so happy that this passed,” board president Andrea Macari said. “This is a great win for the district and for our students.”
Superintendent Chris Zublionis thanked district staff and community volunteers who helped inform residents about the proposal.
He said the district will soon communicate a timeline for the capital work and hold meetings to explain next steps to the community.
Assistant Superintendent Carol Ann Smyth and Zublionis presented feedback from a recent visit by the Tri-State Consortium, an alliance of public school districts that conducts peer reviews of programs and practices. The visit, held in March 2025, examined the district’s instructional framework known as the “North Shore Journey.”
The consortium’s report commended the district’s performance-based and experiential learning opportunities as well as strong community support, while recommending clearer communication and alignment around instructional goals.
“We start with the question, really, what it’s all about,” Zublionis said. “What are our students walking out of our classrooms and schools with each day, each month and each year? … And how do we know?”
District leaders outlined a framework centered on “what” students learn, “how” they learn it and “why” it matters, emphasizing academic content, meaningful learning experiences and transferable skills such as critical thinking and communication.
“Our students are entering a less predictable, more dynamic, more technology-driven world than ever before,” Zublionis said. “The best tools that we can give them are the tools of learning.”
The board also reviewed recommendations from the New York State Board of Regents Blue Ribbon Commission on Graduation Measures, which in 2023 proposed moving from the current three-tier diploma system to a single statewide diploma with optional seals and endorsements.
If approved by the state, the changes would phase out the requirement that students pass Regents exams to graduate, replacing them with multiple pathways to demonstrate proficiency, including performance-based assessments and capstone projects.
“Regents exams would no longer be required for graduation,” Smyth said, though she cautioned that the proposals remain subject to state approval.
Trustees expressed interest in expanding performance-based assessments locally but acknowledged that current state law still requires Regents exams for graduation.
“I just feel like we know this is the direction that the state is going,” Trustee Lisa Colacioppo said. “If those kids could have a different way of showing that they understand the work … I would love if we could move towards that sooner rather than later.”
Administrators emphasized their commitment to a “balanced system of assessment” that includes traditional exams, classroom-based performance tasks and student self-reflection.
Closing the presentation, Zublionis said the district’s work — from capital improvements to curriculum alignment — reflects a broader effort to ensure coherence and clarity in its mission.
“Collectively, this work advances a more balanced system of assessment,” he said, “ensuring that our definition of achievement remains rigorous and authentic for our students.”
