New York State has spent the past several years shifting its guidance on what students should know and be able to do when they graduate from high school. The newest expression of that shift is the New York State Portrait of a Graduate (PoG)—a framework describing the characteristics, skills, and dispositions NYSED believes are essential for college, career, and civic life in the 21st century.
Districts across the state are now beginning to discuss “alignment,” training, and curriculum implications tied to the Portrait. Jericho is no exception. In fact, the district’s November 20 curriculum presentation appears to have been delivered in anticipation of this upcoming shift, laying conceptual groundwork before explicitly introducing the Portrait itself.
This article provides a detailed explanation of the Portrait of a Graduate, its regulatory history, what it does and does not require, and what the Jericho Board of Education is responsible for overseeing. It also outlines essential questions the community should expect answered before any implementation begins.
The core point is simple:
The Portrait of a Graduate is guidance—not a mandate—but district-level choices made in its name can have significant and lasting consequences. Oversight is not optional.
1. What the Portrait of a Graduate Is
The NYS Portrait of a Graduate is a framework issued by NYSED describing six interconnected attributes students should develop by graduation, all infused with principles from the Culturally Responsive-Sustaining (CR-S) Education Framework to promote equity and inclusivity:
Academically Prepared: Strong foundation in NYS learning standards, ready for college, careers, civic engagement, and lifelong learning.
Creative Innovator: Uses imagination, curiosity, and flexibility to solve problems and generate new ideas in adapting to change.
Critical Thinker: Analyzes information, evaluates evidence, and connects ideas across disciplines to tackle complex issues.
Effective Communicator: Expresses ideas clearly through various media, listens actively, and engages diverse audiences.
Global Citizen: Acts ethically in local, global, and digital spaces, promoting sustainability and democratic values.
Reflective and Future Focused: Practices self-reflection, goal-setting, and responsible decision-making for personal and social well-being.
These attributes mirror national and corporate models (e.g., “21st-century skills,” “future-ready graduates,” and frameworks developed by Battelle for Kids, a frequent PoG consultant provider to states).
PoG is not a curriculum.
It does not contain:
• Units
• Lessons
• Textbooks
• Standards
• Grading policies
• Required assessments
Instead, it acts as an aspirational profile, intended to influence how districts think about instruction.
PoG is not a mandate.
NYSED has not changed Part 100 regulations, graduation requirements, or standards to require PoG implementation. Districts may choose to adopt it, adapt it, or simply reference it.
2. How We Got Here: The History Behind PoG
To understand why PoG exists, we need to understand the broader timeline.
2018–2019: NYSED launches the Graduation Measures Initiative
The State Education Department began rethinking:
• How students earn diplomas
• Whether Regents exams should continue to dominate
• What non-academic skills students should demonstrate
• How to ensure “equitable outcomes” across districts
Thousands of stakeholders participated in regional meetings, which repeatedly elevated “soft skills” as important for postsecondary readiness.
2019: NYSED adopts the Culturally Responsive-Sustaining (CR-S) Education Framework
CR-S is central to PoG. The Portrait explicitly states it is grounded in the CR-S Framework’s principles:
• Inclusivity
• Cultural competence
• Identity affirmation
• Instruction shaped by students’ cultural backgrounds
This framework notably influences curriculum selection, instructional practice, and professional development.
2020–2023: National adoption of Portrait frameworks accelerates
More than half of states adopted some version of PoG, often with philanthropic or consulting support.
2023–2025: NYSED develops, then formally adopts and releases the official New York State Portrait of a Graduate
NYSED positioned PoG as the state’s “vision” for graduate outcomes following the Blue Ribbon Commission’s November 2023 recommendations. It was formally adopted by the Board of Regents on July 14, 2025, and integrated into the November 2024 NY Inspires Plan but without establishing new mandates. Full implementation guidance is expected by the 2029–30 school year for incoming 9th graders.
2024–2025: Districts begin using the Portrait to frame curriculum and instructional initiatives
This is the phase Jericho is entering now.
3. Why the November 20 Presentation Matters
The Superintendent’s November 20 curriculum presentation, titled “Understanding Curriculum,” heavily emphasized:
• “Curriculum is the standards that are mandated guidelines developed by the New York State Department of Education.”
• “They ensure equity and consistency in education across New York State.”
• “They prepare students for college, career, and civic life.”
• “We start with our standards from the state of New York and that flows into our curriculum.”
Those statements mirror PoG language almost exactly, echoing its focus on equity, holistic readiness (including “attitudes” or mindsets in assessments), and performance-based demonstrations like portfolios or projects.
The presentation:
• Defined curriculum broadly as state standards guiding “what students learn, but not how teachers must teach,” with districts retaining flexibility in materials and methods.
• Connected instruction to college/career readiness, listing core areas (e.g., ELA, Math, Science, Social Studies, Arts, PE/Health, LOTE, Computer Science).
• Introduced equity-related framing and positioned state frameworks as drivers for curriculum, assessments, and professional development.
• Highlighted assessments encompassing knowledge, skills, concepts, and attitudes (e.g., developing “curiosity about the world” via examples like If You Give a Mouse a Cookie), with visuals showing students meeting standards.
Yet it contained no Jericho-specific curriculum details (e.g., no plans for rewrites or pilots), no policy citations, and no explicit reasoning for why it was being presented at that time, ending simply with “Looking forward to the next one.”
From a governance standpoint, this type of presentation is characteristic of a pre-alignment stage, laying the conceptual foundation before introducing a specific state framework such as PoG.
4. What the Portrait Could Change—If a District Chooses
Because PoG is not a mandate, the risk is not the framework itself. The risk is how a district interprets it.
Depending on choices made locally, PoG could influence:
a) Curriculum & Content
• Curriculum maps could be rewritten around attributes rather than standards alone.
• New interdisciplinary units could be introduced.
• More emphasis could be placed on cultural competence, identity, or civic engagement.
State policy does not require this. District discretion does.
b) Instructional Practices
Teachers may be directed to:
• Use more collaborative learning
• Integrate SEL-like competencies (e.g., reflection and future-focus)
• Modify assessments to show mastery of “graduate attributes” (as previewed in the November presentation's focus on “attitudes” via projects)
• Shift classroom management practices aligned to CR-S
c) Assessment and Grading
Districts could adopt competency-based assessment systems:
• Portfolios
• Performance-based tasks (e.g., presentations, as highlighted in the November slides)
• Skills rubrics aligned to PoG
• Reduced emphasis on traditional tests
This has occurred in PoG-aligned districts in other states.
d) Professional Development
PoG alignment often leads districts to:
• Hire outside consultants
• Conduct faculty training around CR-S
• Expand DEI committees
• Adopt portrait-driven instructional coaching
e) Resource Allocation
New pedagogical models often require:
• Staff development
• Curriculum work
• New materials
• Technology supports
• Changes in scheduling
None of these changes are required by NYSED. All would be local choices and thus require local oversight.
Source: NYSED PoG guidance memo (July 2025); examples from early adopters like Tonawanda CSD.
5. What the Portrait Does NOT Do
To prevent misunderstandings, here is what the Portrait of a Graduate does not and legally cannot do:
• It does not change graduation requirements.
• It does not override NYS Learning Standards.
• It does not mandate curriculum changes.
• It does not mandate CR-S content beyond existing regulations.
• It does not require new spending, new staff, or new programs.
• It does not grant superintendents authority beyond existing Board policy.
• It does not diminish the authority of a Board of Education.
Any district-level changes in its name are policy choices, not state mandates.
6. Jericho Board Policy: Why Oversight Is Required
The Board’s authority over curriculum, instruction, and educational goals is well-defined and central to this discussion.
Policy 1340 – Educational Goals
The Board and Superintendent must jointly establish system-wide educational goals each year. PoG attributes cannot be adopted as district goals without Board approval.
Policy 1410 – Policy Adoption
Any formal adoption of PoG even as an instructional framework requires:
• Two readings
• Public discussion
• A formal vote
Policy 8110 – Curriculum Development, Resources, and Evaluation
Curriculum development, material selection, and evaluation fall under Board authority. The Superintendent cannot unilaterally implement curriculum shifts.
Policy 1430 – Adequate Information to Precede Action
The Board must have full information before voting on any initiative. This includes:
• Costs
• Scope
• Staff implications
• Curriculum impact
Policy 1510 – Public Meetings & Transparency
Curriculum-related presentations must be done in public session with transparency to the community.
Policy 4240 – Administrative Latitude
Administrators may not take actions that contradict policy or exceed Board authority.
Therefore, any PoG-aligned initiative that affects instruction, curriculum, assessment, resource allocation, or district goals must be brought to the Board for formal oversight and approval.
This is not optional; it is policy.
7. What Jericho Must Clarify Before Moving Forward
The Board should request a detailed presentation answering the following (per Policy 1430):
A. What is the district’s intended use of the Portrait of a Graduate?
• Will it be adopted formally?
• Used as a reference?
• Used to influence goals or curriculum?
• Incorporated into teacher training?
B. What changes, if any, does the administration anticipate?
• Curriculum rewrites?
• Instructional shifts?
• New assessments or “competency-based” evaluations?
• New committees or task forces?
C. What is the cost?
• Professional development contracts
• Curriculum writing hours
• New materials
• Technology or assessment tools
• Coaching or consulting services
D. What is the timeline?
• Immediate alignment?
• Multi-year implementation?
• Pilot programs?
E. Who will be responsible?
• Administrators
• Instructional coaches
• Consultants
• Teachers
• External providers
F. How will outcomes be measured?
• Will PoG change how student performance is evaluated?
• Will it influence graduation pathways?
• Will it impact course offerings or scheduling?
G. What is optional vs. required?
The Board must ensure the community understands what is NYSED guidance versus what is local choice.
8. Why This Matters for Jericho
Jericho is consistently ranked among the top districts in the nation because of:
• Strong academic outcomes
• Rich course offerings
• Rigorous standards
• High-performing students
• An engaged community
• Stability in curriculum and expectations
Large-scale instructional frameworks, however well-intentioned, can introduce:
• Mission drift
• Decreased academic rigor
• Increased focus on soft skills over content mastery
• Increased administrative layers
• Pressure to adopt new pedagogical models that may not improve outcomes
• Costs without clear benefits
• Reduced transparency in curriculum decisions
The community has the right to ensure that PoG is used only if it improves academic outcomes and aligns with Jericho’s mission, not simply because it is fashionable or resembles state guidance.
Source: Jericho UFSD data (2025); Niche.com rankings.
9. The Board’s Responsibilities Going Forward
Given the legal and policy environment, the Jericho Board of Education is responsible for:
Ensuring transparency before any implementation
All proposed PoG-related actions must be publicly disclosed.Determining whether PoG aligns with Jericho’s educational goals
The Board is not required to adopt PoG simply because NYSED created it.Preventing unilateral administrative implementation
Any significant instructional or curricular action must undergo Board review as required by 1410, 1340, 8110, and 1430.Protecting academic rigor
The Board must ensure that any instructional shift maintains Jericho’s high academic standards.Ensuring fiscal responsibility
PoG-aligned initiatives must be cost-justified.Safeguarding curriculum integrity
Curriculum must remain grounded in state standards and evidence-based practice, not aspirational frameworks.Communicating clearly with the community
Families deserve clarity about what PoG is, what it is not, and what Jericho chooses to do with it.
10. Conclusion
The New York State Portrait of a Graduate is not inherently harmful. It is an aspirational framework, one that may help districts reflect on the skills graduates need in a changing world.
But it can also be used as a Trojan horse for:
• Curriculum shifts,
• New pedagogical models,
• Expanded DEI-driven initiatives,
• Or costly professional development
none of which are required by NYSED, and all of which require Board oversight.
Jericho’s strength has always been its commitment to transparent, rigorous, academically grounded decision-making. As the district begins to discuss the Portrait, it is essential that the Board and community insist on:
• Transparency
• Accountability
• Clear cost-benefit justification
• Alignment with Board policy
• Protection of academic excellence
• Proper governance
The Portrait of a Graduate should remain what NYSED intended it to be: a reference point, not a mandate and certainly not a vehicle for unapproved change.
The Board has both the authority and the obligation to ensure that any use of PoG in Jericho reflects the community’s values, supports student achievement, and adheres to established governance procedures.
Contact the Board at [email protected] to share input.