001I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all the chair. Thank you everyone for joining us for our first December meeting. Um, as everyone probably knows from looking at their phone all day. Today is National App Day where we celebrate software, not nachos or mozzarella sticks. So, I just want to start off by thanking the members of our tech department, Miss Leanne Dunley, Miss Donna Newman, Mr. Chris Nan, Mr. Michael Rabbino, Mr. James Fontana, Mr. Mark Montalone, Miss Amy Leo, Mr. Joseph Kalin, and Miss Nabila Persuad. All of whom along tirelessly with work tirelessly with Mr. Larkin on managing and improving our assets and all our technology systems. [applause] >> Two quick things before
002we jump into our uh presentation for this evening. Um, no school tomorrow for K through 5. enjoy your long weekend. Um, and then second, I just need to based on some feedback, I got some quick clarifications to my comments from November 20th where I provided a list of the initiatives that the district is undertaking this year. My statement was in no way intended as any criticism of this district or the hardworking people here and all their efforts that have made us, you know, one of the top K through2 educational institutions in the country. It was only to keep our community informed and I look to identify some of the areas where the administration and the board are working and where we're currently focused. Every successful organization continue needs to continue to improve. Standing still is
003never an option and it's only natural when you have change at the top like the new superintendent or Mr. Kenny Jyn where a new board member Mr. Kenny Jin where you're going to see just evaluation of everything with you know sets of fresh eyes. Um so that's what I got to say about that. And then the last part is um I've seen in my comments I used the word issue was what we were addressing. Uh I understand through some of the Google translate games that go out there in some places I've seen that translated as the word problem. That was not what I said. It was not what I intended to say. Issues to me are things to be discussed, problems or things that need to be fixed. We only have issues here, things that
004we discuss and always look to improve. So unless any of my colleagues have anything to say before we get started, otherwise I turn it over to Dr. Kravitz for tonight's presentation on New York State's portrait of a graduate. >> Dr. Thank you, Mr. Bron. Okay, Dr. Sherman, I turn over the floor to you to present. >> Thank you. >> You don't have to. >> All righty. Um, so tonight we're just going to get a a fairly quick overview of uh New York State's uh new initiative. Um, the New York State Education Department realized that graduation rates uh in New York State were dipping um and the demographics of the state has changed. So therefore, we needed new ways for students to demonstrate what they what they know and can do. So, the Blue Ribbon Commission
005was formed in 2019. Uh, this was put together in order to rethink what it means to earn a high school diploma in New York State. The commission's charge was to ensure that graduation requirements reflect the skills students need for college, career, and civic readiness. Um, for decades, New York State has relied strictly on regents as a single measure. In order for students to graduate, you had to pass regions to earn a New York State uh high school diploma. So, the current status uh of this New York inspires graduation measures plan and the portrait of a graduate are definitely still in the proposal and planning stage. Nothing has been written into the part 100 regulations of of the commissioner. Um, part 100 regulations control K12 initiatives across New York State, including graduation requirements and diploma requirements.
006So, current graduation requirements remain in effect today uh for our students who are graduating this June, including all existing regions exam requirements until the board of regents formally adopts regulatory changes. This has not happened yet. Jericho is monitoring these developments and planning thoughtfully while continuing to meet all current New York State requirements. So why the shift? Right now to graduate high school, you must be able to pass regions. So one primary exam structure does not capture the full range of students knowledge, skills, and growth. A broader set broader [clears throat] set of assessment options is needed for students to demonstrate what they know and what they can do. Changing expectations in college and the workforce. Graduates are increasingly expected to show strong communication, collaboration, critical thinking, and problem solving skills along with the ability to
007apply learning in real world contexts. And again, they're looking for equity and access across pathways. New graduation measures aim to ensure that all students across different programs and pathways have equitable opportunities to demonstrate readiness for college, career, and civic life. So some of the key findings and recommendations from the state is how students demonstrate their understanding. So, they're looking at things such as performance-based assessments, such as pres presentations, projects, um, everything aligned to state standards, capstone and portfolio work, projects that could take students across an entire year, career and technical education, arts [snorts] and STEM performance assessments, and real world experiences, putting students into the work world and having them have that experience. So, an emphasis of the commission's recommendations are high expectations for all students, equitable access to meaningful learning, assessments that go beyond
008recall, and alignment with the portrait of the graduate skills. So, as you can see, this is the logo or the moniker that the state has put together. In the middle of it is the culturally responsive sustaining education framework. And then it has the six competencies that students will be will be required to eventually when put into part 100 regulations be able to demonstrate when they graduate. So why do they frame this on the culturally responsive sustaining education framework? because that emphasizes a welcoming and affirming environment, high expectations and rigorous instruction, inclusive curriculum and assessment, and ongoing professional learning for educators. So the six competencies that students will eventually have to demonstrate are being academically prepared, which we know our kids are. They'll have a strong understanding and can can demonstrate New York State standards. Creative
009innovator. They can think outside of the box and be innovative. Being a critical thinker can analyze and evaluate information deeply and connect different pieces of information to better understand complex issues. And the last three are being a an effective communicator. So someone who's confident that can utilize multip and can utilize multiple perspectives. being a global citizen where they can contribute ethically and positively to a culturally diverse environment and being reflective and future focused so they can self-reflect, create personal and professional goals, good decision-m skills, uh prioritize overall well-being of self and others. Are any of these other than the first one included in the current portrait or what we probably expect our students to be like what what do we like the first one was about academically prepared. I understand that. I assume that's what
010regions analyze. So right now the other five are not tested by New York State. >> Correct. Um there are absolutely no guidelines out there and the state uh doesn't expect to release any sort of guidelines until uh the summer of 2027. >> No, but that's for this stuff. But currently the only one that gets addressed by New York State is the first one, the academic >> correct. So right now um the proposed new K to2 instructional requirements. Oops. Sorry. So nice New York State Ed department has proposed amend amending part 100 to require instruction in personal finance education and climate education for all students K to 12. So when this is up on the website you'll be able to click on to uh that memo from the state. Um instruction in both areas must be
011provided by the end of each grade band K4 grades 5 to 8 and grades 9 to 12. So the proposed phasing and again this is proposed um personal finance should start next school year for grades 5 to 12 and then the following school year for grades K to 4. And climate education uh again starts uh the year after 2728 for grades 5 to 12 and in the 2829 school year for uh grades K through four. So the focus areas in in financial literacy include budgeting, saving and investing, credit and debt, and the causes, impacts, and solutions related to climate change. >> But how do they know if you actually do that? >> Don't we already do that to some? >> Yes, we do. No, no, we we have those covered. Um, but right now we
012have no guidance. >> No, but not guidance. But it's like how are they going to know if you do that in 26 and 27? They're just going to see what your course says. Oh, we're going to cover this, but they're never they're not testing it. They're not >> obviously at this point, we have no other information other than sharing. And again, uh we talk about what is the proposed impact on our students overall. So, Mr. Sloan. >> All right. So, um I figured it might make sense for me to talk about this slide because it's about uh diploma types and that's something that we work closely with students and families over the course of their their school career. Um the final document that they get from us, the high school diploma after they walk across
013that stage. Uh so right now on the the plan is that there's going to be just one diploma type. So right now there are three diploma types. So you see that uh graphic on the left. So, our students are either earning a local diploma, a region's diploma, or a diploma with a advanced designation, and the plan is for there to be only one high school diploma in the future. And that's starting with our current 10th graders. Um, so that's important to know. When we talk about cohort, I think most people think about what year you're graduating as your cohort, but actually the cohort is the year that you start, nth grade. So if it says the cohort of 2024, that's our current 10th grade students. Uh so all of the part 100 graduation guidelines are
014based on the year that you begin 9th grade. So over the years, over the past 20, 30 years and more, graduation requirements have changed over time, but it always references the year that you entered nth grade, not the year that you graduate from high school. So the first change here would be for one diploma type for our current 10th graders and for those that follow. Uh meaning that our current juniors and seniors will still have three different diploma types between the local regents and the advanced designation. Our diploma types are mostly in regard to the number of regent exams passed. uh with the difference being between four and five regions exams passed with the local or the regions diploma and an additional an additional few regent exams for the advanced designation which is an additional
015science to additional math um and passing the checkpoint B in world language. Uh so now those some of those designations that we have right now we have mastery in math, mastery in science, we have diplomas with honors which is an average of the regent exams taken to earn that specific diploma type. They still plan on recognizing those in some way. They haven't outlined it very specifically, but on the one high school diploma type, there'll be seals and endorsements that'll still give students some recognition for the advanced courses they take or for the grades they earn on either on regent exams as well. So, regent exams will still be um a factor uh for the kind of diploma that students earn or at least the seals and endorsements they earn. >> Is there any special qualification
016currently to get a local diploma or is anybody to get that. >> So for a local diploma, it's mostly for students that have uh special needs, so that have an IEP. Um the main difference between the local diploma and the region's diploma, you can see that the number of assessments is the same. Uh but the passing score for a region's diploma is a 65 or above on those exams. And for a local diploma, it can be between a 55 and a 64. There's some other variations of that as well, but you have to qualify. So non non special ed students are not eligible to get a local diploma. >> Uh there's very I can't think of anybody from Jericho that has but technically if a student comes within let's say a student without an IEP
017or without any kind of accommodations um earns a 63 on two of their required five regions exams. they can appeal those exams to a 65 for well not they're not going to change the test but they can appeal those to graduate still even though it's below 65 since it's within a few points as long as they sat to take that exam more than once and a student that does that for one exam can earn a region's diploma but if they get two that they're able to appeal then that gened student for lack of a better term would be able to get a local diploma >> so in most cases gened students cannot get they have to pass regsams to get >> Yeah. with the exception of that example that I gave. Yes. >> So, I
018don't want to jump in that if you're going to say this, but now with this new single diploma, is there going to be an accommodation for special ed students? >> Uh, well, this is I I think part of the um the the thought here for New York State that, um, students that, you know, uh, that have special needs aren't having a different kind of diploma. There is one New York State diploma. And since regent exams, which is on the next slide, um, but since regent exams won't be a gatekeeper for the high school diploma, we'll we will have the ability to assess and make sure that our students that are all graduating from state diploma that they meet the um, you know, the requirements for what they need to have and that exam won't be
019one of them. >> Decide on what the requirements are rather than the state. Well, the the state will usually sets the guidelines and then there's usually local discretion on how we make those assessments. So, in this case, it's been regent exams, very straightforward. Everybody across the state is having the same exact assessment. In the future, that will in large part from the conversations that taken place so far, uh, lie on the district to make those determinations when a student has met those criteria. So for less honorable districts, it'll just make it easier for them to just pass everybody along and graduate. Give them a diploma that looks just like a Jericho diploma without the kid actually knowing even how to read. >> Well, standards are not changing. >> That's one way. >> That is one
020way, but the standards aren't changing. As we said, there's no enforcement on the standards. So this I'm not talking about in Jericho. I'm talking about across the state. Like there it makes the piece of paper that Jericho students are getting essentially worthless because It's like you're getting hired in California. They don't know that you're between Jericho and I'm not going to name another district because I'm not going to disparrage anybody, but it's like, oh, you graduated from New York State. We hear there's a great education department in New York State. So, you know, you might it's >> there's already a lot of local discretion that districts have across New York State to make these determinations on who gets a diploma. >> But at the end of the day, if the kid can't get a 50
021on his regions exam, he's not getting a New York State diploma, right? >> Under this scenario, he doesn't have to get anything. There are some examples where a student can get less than a 50 on a regency exam and still pass with the discretion of the district. >> Uh but you just told me that he had a 63. >> Well, there's all kinds of ways. So, we could get into that, but it's complicated and yes, there there's multiple ways, but districts do have a lot of discretion, a lot of local discretion. the state gives that kind of latitude, but we're still required to sign off and be the ones to say these students have have met these learning standards and how we choose choose to deliver it or how we choose to assess it is
022where we have a little bit of fear. So the next uh thing that changes which is also for our current 10th graders or students who started nth grade uh last fall uh is that regent exams are proposed to be sun sun setting um prior to them graduating meaning that the regent exam itself may not be a gatekeeper to earn that diploma. So students are still going to be required to um pass 22 credits, which has been the requirement for New York State uh diploma for a long time now. Um but if they pass all of those courses and the only thing that they have not passed is the associated regent exam, they'll still have that ability to graduate. Though I would say what is our the impact on our students? I know uh at least
023in the past seven years uh eight years that I've been here, we have not had a single non-graduate because they didn't pass a regent exam. Uh so not not one uh that I can think of. So um also you'll see that they're not talking about getting rid rid of regent exams. They're not talking about phasing regent exams out. Uh all of the current regent exams that we have will continue to be offered. There'll still be uh a requirement for the for for our course. Our students that are taking global history or algebra 1 or geometry will still be sitting for those exams in June. Those regent exams will not a gatekeeper for graduation. Uh will still be used to determine some of those seals and endorsements that we talked about. Whether that's with honors, with
024mastery, uh the seal with advanced designation, it'll still be a measure that we'll be able to use as one measure of proficiency for the guidelines shared in the portrait of a graduate. Um we know that our students uh when it comes to regent exams do better than most districts. Um it's part of uh the way that many of the larger ranking institutions utilize state test data. It's part of why we we do well in that area as well. Um, and it's also another way for our students to continue to show to show their mastery in many cases to colleges. Those regions exam scores will continue to be on transcripts. They'll be another way to show in addition to the grade that they earned in the courses they took to show that they in a more
025standardized way um have mastery in that in that area. So, um, for our students, while there could be a student or two in the future that may be not may not be able to pass that regions exam, it will not prevent them from graduating, but it'll still be an exam that they take in association with a region's course. The next thing coming up is for our current seventh graders. Go back one slide. um our current seventh graders, they're proposing to add a CTE credit requirement to the diploma uh for the for the part of those 22 credits. They haven't actually talked about increasing the number of credits required. So, it's 22 credits right now, but what they are saying is that for our current seventh graders and moving forward, that one of those 22 credits
026will need to be taken in a CTE course. Um, so our CTE courses here are pretty much all of our business courses, all of our family consumer science courses, technology courses, and our computer science courses. Uh, just out of curiosity, I I looked earlier today at uh, and did a quick audit of our entire graduating class. Just curious to see out of our 332 graduating seniors, what percentage of them have already taken a credit of CTE. So um that looks like probably between 80 and 90% of our students are already doing that when you take into consideration the number of courses that we offer. Um so we have some time obviously these are current seventh graders. they still need to be adopted by the state. But when and if that time comes, uh we have
027a very diverse array of CTE course offerings right here inhouse that our kids are already very interested in. Uh and has I think a very small chance of having really any significant impact. Um and that was without me really taking into consideration how many current seniors are in a CTE. I was just looking at earned credits, which means all of the courses that they took and they already finished, not some of our seniors that are in a CTE course this year. So, that percentage may even be a little bit higher. [clears throat] >> Isn't class required for all middle schoolers? >> So, middle schools do need to have a certain amount in in middle school, but these are not credits that they earn for high school credit. >> This is high school. So, heard high
028school credits earned. Yes. >> Started with that for them when they get into high school. >> That's right. At some point in their high school career, they'll need to take one credit. If they weren't weren't planning on it already, which the majority of our kids are planning on doing, uh they would need to make sure they do that. Uh we currently have similar kind of requirements in areas like art and music where students need to earn one full credit. They need to earn a half a credit in health, four credits in English, four credits in social studies. We have a whole breakdown of what the credits in those 22 how they need to be broken up. This is just talking about adding one additional. Again, I don't think they've talked about making it 23 credits,
029though the majority of our kids are probably graduating with at least 27 credits. So, credit is isn't usually an issue here for us. Um, but it would be one of those credits. Right now, students earning a region's diploma have the opportunity to take, they say about three and a half credits. Of those 22 are for electives. I anticipate that CTE credit will probably just come out of one of those elective credits. Um, but that's, you know, we're we're we're still we've been a part of the Portrait of Graduate meeting since 2019. Uh, all the directors of guidance on Long Island have been a big part of that conversation. I feel like been hearing about portrait of graduate forever at this point. Um, if you looked at their original timeline, it would already have been implemented
030by now. There are things that they originally proposed that are no longer in the proposal and these things have not yet been adopted. So, it wouldn't be outlandish if there's another change between now and choosing to be adopted. Uh but for now, we're following what they say is coming down the pike. >> So, there's literally nothing to do right now. >> Nothing to do right now. Um there's some things coming up soon, but they just haven't been some of these things haven't been adopted. None of these things that I'm talking about have been adopted into the part 100 uh regulations where outlines very specifically what the requirements are creditwise for a high school diploma. >> So what's the nearest term first thing that we would have to do? I think the the soonest thing coming
031up is talking about financial uh personal finance and climate change which aren't really talked about as far as you know being adopted in part 100 regulations but they're soonest on the time frame of being incorporated in partially in the elements. >> In all seriousness when we talk about personal finance when it says we teach climate change they haven't told you what the standards are. So it's not Bill Gates, I used to believe in climate change, I don't believe in it anymore. It's still going to be do we expect the oh there's climate change and we're going to go with it and we're going to teach that you know there's climate change. We do do they tell you what do they typically tell you what those standards are >> right now? Right now I >> said
032is global climate change that's very broad and general state but that that's the only guideline. >> It is already in our curriculum. >> Yeah. Well that we know. Oh, no. I know it's but what's it on? >> That there's climate change and that there's belief that there's climate change. I'm not kidding my I don't have a strong opinion. I'm not a scientist. >> So, it starts in elementary school with the different between weather and climate and having students understand weather understand climate look at kinetic patterns human impact and look at different fossil fuels and such and look at different trends over time. So, it starts there very early on in elementary school and then it it really circulates throughout [snorts] middle and in high school and there's a significant climate education portion of our earth
033science curriculum looking at the atmosphere looking at the relationship >> I'm not challenging with science I don't know >> but I'm just saying and then it's also in the life science >> right but the objective not the objective the underlying theme of that is that human actions have created climate change across the world >> that there are trends in greenhouse gases and that human impact has created more greenhouse gases if I was to say it very >> very scientifically that's great. >> So the the last thing that I'm going to talk about is our current fifth graders. So that's the first cohort that they are saying if everything is adopted in the timeline that they say will be adopted where they'll need to graduate with everything we talked about already but also be able to
034show those learning standards in portrait of a graduate competencies. They're also talking with that current grade, those current fifth graders, that at that point in time, there will be a statewide high school transcript. So, we have new entrance uh all the time to Jericho, whether they're coming from other countries or other districts from Long Island or anywhere in the world really. Uh, and every school really has a very unique looking transcript. We chose to make our transcript look the way that it does. There's very little guidance from the state if if any aside from the courses just a way to prove that a student has met the graduation requirements, the courses they took, the credits they earned, the regent exams they took to pass those things. That is as limited, you know, as limited as
035it is. Um, so what they're talking about is a standardized statewide transcript. It'll still maybe be an issue for somebody coming from Florida. Uh but at least for any student from New York, whether you go to Jericho or Roslin or or any other district in New York State, that there'll be one statewide transcript. They're also discussing potentially putting the different competencies of a portrait of graduate on that transcript to outline things a little bit more as far as how have we measured how a student has met some of these guidelines. very little no specific information really when it it comes to the conversations that have taken place so far. It seems to me like there's a lot of there'll be some local discretion on how you figure those things out, but there will be what
036they're proposing as a statewide transcript so that districts in New York State are documenting it in the same way. However they chose to do it might be unique to the district, but how it is listed on a transcript will be a statewide implemented uh one. So that's it for the items that I thank you. >> And basically just to sum up, so obviously the implementation uh timeline is long and it could get longer. We don't know because things keep changing and evolving. But we know that in the process of implementation will involve students. It will involve district leadership. It will involve school administration because that's where you're going to see practice applied. Um teachers and instructional staff and of course the board of education which will uh hopefully support ask critical questions of the state
037and provide policy level support and approval for any major initiatives that we may have to undertake. My first critical question, you the first bunch of slides you had, you it said clearly on there, you know, state recommendations. >> Recommendation means we recommend it. We're not requiring it. >> Not yet. Not yet. >> Well, that's what I understand. If if they're saying that these are going to be our recommendations, if they like there's a big debate saying we recommend it or we require it. Why do your slides say recommend and you can just ignore them? >> Well, right. Well, we have a very strong suspicion that this will be uh eventually become a mandate. Um, so >> but there's nothing there. >> So, I I read heard what she said differently. This is what they're recommending
038that becomes adopted. So, it's not adopted yet. So, it's only a recommendation. >> Current current recommendations that >> Oh, not recommended to the district recommended to whoever is voting on this. >> It's recommended to go into the into the new policy and then that will be a requirement. Correct. We anticipate this being the new requirement. >> Okay. So, recommendation refers to the whoever who adopts this board. >> Yes. >> They're meeting again in in March. Um we'll wait and see. We'll wait and see. So, um bottom line is we have not been ignoring this by any means. Um >> but doesn't need to do >> Well, we've we've gotten started. Um >> what what would we need to do as >> well? right now um curriculum associates we have been sitting together and they have
039been auditing all of their courses to see uh how many comp competencies fit into that um and we have lots of paperwork to prove that uh the work that we've been doing we want to be prepared when the state hits us with this so we don't again there's no guidelines they're not coming out till the summer of 2027 um which really is only about a year and a half the way this I interpret this is this is a doubting down of everything. So I'm still trying to understand like Mrs. Ly pointed out that like CT but as you said 80% of our students are take a CT course >> and so it's like so yeah we have to find a CT course and those other 20% of the students are going to have to enroll
040in something no problem [snorts] we're here they're setting the bar down here what other stuff like I understand you're saying we're preparing for what is their actually prepare for >> we want to make sure we want to see where our coursework fits into this framework of portrait of a graduate. We want to see where we fit, what we need to do. Um again, we're not sure uh well, we're going to say when this is adopted, if students have to demonstrate all six competencies in every course, um once a semester, every year, or just once before they graduate, we have zero guidelines, but we want to be prepared when they hit us with it because it's a lot of work. Um >> but those six things, our kids demonstrate most of that stuff, right? But again,
041we have no guidelines as as to where they need to be. Do they need to be demonstrated in every course? We don't know. We don't know. So, um, so we're just having these conversations, preparing, auditing courses, see which fits into what, hopefully, you know, guidance will be fair, um, and doable. So, >> I'm sorry. So, you're basically talking like like where like a rubrics, right? Is that is the term, right? How you already doing much of this correct right except for CTE and probably do >> we have it but I'm just saying that the kids have to have that for this band and probably public speaking needs to be a semester something based upon one of the guidelines if they want people to communicate or whatever they might add that and it may be that
042you just don't know the rubrics of how to determine that and prove that the kids according Jericho schools. That's what we're talking right now. >> Overall, >> how are we going to make >> We know we're in good shape. [clears throat] >> We are in good shape. >> We are there, right? We're there, right? It's just a question of how what is the rubrics that New York State is going to say these are the boxes that you have to fill in order to prove you're already doing it, >> right? Do they have to be filled every semester every year? >> Okay. child's high school when they try to do common core the rubrics they had to be checked off in a certain way in a certain thing >> but there's testing associated with >> this
043is different a different flowchart kind of thing or however you >> and again we're doing >> but we want to be prepared so um again we are high highlighting where our current curriculum already develops these skills and competencies which is just about everywhere there. Um, and we are identifying the opportunity to deepen or make more explicit certain attributes where appropriate, you know, maybe incorporate more public speaking into more coursework, you know, things like that. So, we are having these conversations. Um, and we we think we're going to be certainly ready for these shifts when they take place. So, >> the other question where you had a slide on there about CRS CRS E >> and sustaining education. >> Don't believe that. No. CT is the CRSC is the culturally responsive sustaining education framework. >> If
044I recall, that's not what our curriculum is based on. >> Not our curriculum. Sorry, Dr. Kravis. What our whatever comes under curriculum supports curriculum. We don't use that right now. It's my understanding. And and so how are they looking like on that slide? How where are they looking to mandate exactly >> for responses? Um >> yes, >> they're really not they're just um emphasizing um some of the important things that take place within that culturally responsive sustaining education. >> No, no, but since I don't I didn't understand the work, what does it mean to framework? They say why the culture like what are they doing with this framework? say that that I'm trying to understand what this would mean. What would this what do you how do you read this currently when they say use
045a culturally CRSC framework? >> Um I think it highlights the four pieces that are up on that slide and I think that that's framework is going to be kind of infused into everything. >> Yeah. But CRC has pages and pages that support this which I'll speak for myself since it was publicly discussed here years ago. There's offensive stuff in the CRC prison. It's not that offensive stuff that that doesn't belong to school. >> CRSC another word for CRT. >> What's CRT? >> Critical. No. So then critical. So what are you talking about? >> No, this was CRSE was the thing we talked about years ago where one of the basic tenants of CRS was to create students uh create students to I'm sorry, teach students to create social change. Yeah. >> Where nothing to do
046with education. No, that's what like CRC there's like a huge document on like a 30 page document change >> but this is if you look at this we're already doing it create learning spaces where our students feel safe and respected we do that maintaining challenging part we do that and we support our students with that >> there's a lot of stuff here I agree with >> but it's already here though I mean it's just like she said in a couple years we fine-tune whatever their little specs might be but ensure the curricular materials and sets reflect diverse identities perspectives and experience Okay. >> Policy board policy for Jericho says you have to have culturally responsive education. >> But as I said, we're already doing this question. Which of these boxes do they want you to
047go either deeper or that we might have to tweak something because when you read this professional development, we always support our teachers. So this we're already doing on our own or whatever we have to do. when this comes out they may just be a little we want you to check this box a little bit more has to do with equity >> so basic back to subs the two the difference is and this goes back to this from three years ago CRSC we had talked about with a capital C capital R capital west capital E I believe what's in board policy is a lowercase culturally responsive education which I understand to the layman which is which is certainly not you it's me there's a difference where CRC See, there are, as I said, 30 pages of
048this is what a CR framework is and there were things in there that um weren't necessarily aligned with what our district or other districts wanted to do. Culture responsive education, little little consonants. No issue valid for the education part. Sorry. But um I have no issue. >> But they're they're both responding to state expectations. The same state. Yes. No. No. >> This has been part of the state for over 10 years. It's not you know this this exact same for you and I talk about it in my interview and and it it's it's been part of the state for a long time. It's not >> but I don't remember everything you talked about >> but it's been it's been in the state since 2015 at least 2016. >> So I think when when Dr. Sherman
049was speaking about, you know, where are we with what we're doing? We're, as you alluded to with the rubric, we're checking as as our curriculum associates and Dr. Sherman are working through everything determining what we are already doing that is going to be part of this program. So, as Dr. Ostro mentioned, you know, we teach that climate component. Here's where it is. So, when this does, if it becomes a reality, we know that we have already accomplished that and it's already here. We don't have to make any changes. Speaking from a state perspective, there are other districts that do not have that in their curriculum using resources that would comp that would complete that task. So, we're we're doing kind of like an audit making sure that within our system all of those things are
050getting and yes, most of this if not all of it is being currently done in our current in other superintendents. Are they excited about this? So it really depends on the the the quality of the district to be fair, but it's also a changing at looking h looking looking at a graduate differently and take Jericho out of the picture and just talk about New York State and across the country. There's a there's a movement that there are some students who just don't perform well on on current assessments. How do we change the way we look at what a graduate is? Right? And this goes back to all the way to 2001. We have No Child Left Behind. that there was the idea that we should be testing everybody to make sure they're learning and they're
051proficient in English and mathematics and this is another one of those things where what are we doing for our graduates who are you know great artists and then what if they don't perform well on assessments can they still be would they be considered a high school graduate and there are a lot of people who say that's that's a that's a form of assessment you can compose a piece at the age of 18 but I can't pass a science exam shouldn't I still graduate from high school And that's the question that a lot of these new this is being answered in many other states like in New Jersey there are portfolios that kids are able to do that cons that uh that compensates for that assessment that they would have to take. >> That's being done
052here. There's no portfolio. It's just >> No, no, but I'm just saying that's the same kind of concept of looking at the whole portrait of a graduate. What does it take to graduate? If you can, it doesn't have to necessarily mean that you must have all of those regions exams. Just have a diploma. That's a standard. So do you think that expectations have changed in the last 24 25 years since No Child Left Behind? Because clearly at the time it was implemented and you were in I think you were still in you were in education by right? >> Yes. >> Um it was implemented for a reason that I guess the federal government at that point George W. didn't think uh you know people were were cutting you know cutting whatever they cut in Texas
053and meet meeting the standard. So they implemented this. Granted, it got changed 15 years later, but there was still some level of um accountability for students and and I guess faculty to do something. And now we're sort of going back to the 1990s where in New York at least it's sort of the wild west where each district will now be able to dictate what it takes for their students to graduate. But that 2001 No Child Left Behind was addressing. So the state with the highest graduation rate in 2001 was Iowa. And the reason why it was Iowa is all you had to do is go to four years of high school and you were graduating as opposed to other states that already had including New York State for regent exams. So there was that movement
054of let's let's make a common core curriculum. Let's make some assessments to monitor whether or not whether or not students are learning. And that's what came about. That's where it came from. Um Iowa sounds like New York State is going to be Iowa 199 New York State 2028 is Iowa 1999. >> I don't see that at all. I don't see that at all. I see that they're trying to look at all >> they're still going to have to standards are not going away. The New York State learning standards are not going anywhere. So students will still have to demonstrate what they know what they can do and they still have to meet the standards in addition to they're also going to have to meet these six competencies. They're demonstrating it to us, which again, we're
055an honorable district that expects our students to perform. If you're a district that there's no expectation or there's no money or there's nothing except, you know, handing out diplomas, what's the point? >> But they're still going to have to hit those standards that the state is saying you must teach that as opposed to other states don't didn't have that, right? The same way >> now they say that kids are graduating and that they still read at third grade level, but even when there are objective tests, the kids aren't meeting the standard. the same way that there are some states back then that didn't even require a bachelor's degree to be a teacher. Right? There's a reason why currently seven states have changed and said you don't have they went back to that because of the
056shortage of teachers. There's 450,000 open positions in the United States in teaching without knowing that they can't fill them. They have changed their requirements to become a teacher. So there's a lot of things happening in education and this is just another look at it to say in New York State we want to change the way we look at that graduate to see if there are those who can't become the mastery of every every region exam what other competencies can they perform or do so that they can earn that high school diploma. And I think it's >> I think I have no issue with that problem. The fact that they're changing all to one diploma. So, uh, an employer sees a diploma and says, "Oh, you have a diploma." M, maybe they got it because they
057delivered a great art portfolio. I have no issue with that. And I have no issue with them getting a a diploma that says, "I'm a great artist." But how's that kid taking, you know, you don't want that versus the kid who, you know, was a great biologist in high school or something like that? I just I I understand what you're saying and I understand um why someone might think this is a good idea as I as I made it clear last meeting or reason it's just equity for all [laughter] but that's not what we're about the school's primary objective is education not equity equity is is an important component of it but the number one priority of schools is education and I'll say as a board member education comes first In my mind, not not
058speaking for the board, my mind for Jericho, education comes first. Equity is right there. You can put it as 1B, but as long as it's not interfering with 1A, >> education teaches equity. >> Okay, I have no issue with that concept. I'll think about it. >> One question. Are they still collecting or decided? >> They're still collecting. >> I think they're voting on it though. Yeah, the next time the border region speaks is in March. >> So >> they haven't made a decision. >> No, they haven't. >> Well, they've adopted this. This has been adopted formally in >> July design, right? This part. >> Yes, this is this is done. This was adopted in July of 2025. >> Adopt means they got the comments and >> they they agreed >> but they it was the
059board of regions. >> Board of regent. >> The board of regents, New York State Education Court. juror who does not. >> No, no, no. >> But if once they mandate that, we must apply. >> Oh, we have options. No. >> No, [laughter] >> we don't. >> Wait, so if the board of regents adopted it, you said it was a recommendation. Someone >> they adopted this. >> But they didn't change any of the legislation to make this happen yet. Because if they if they choose even though they meet in March doesn't mean they're necessarily going to vote. They may actually >> that's just the next time they meet. >> So the the soal one that is from the right >> that's from state ed department >> New York state education department. >> We have no way
060to say no. >> We have nowhere to stick Jericho to the that anywhere. >> Oh it says Jericho schools on it. Oh, okay. It has >> it does it still say Jericho schools. [laughter] >> It always says schools, but New York State, they gave us the format on the regulations to do >> it can be we can't we can't give questions necessarily or too many comments to the department of New York State or to the board of regents. >> They have their own formula. They have their own committees and groups that they need. Unless you want to go to private school, then you don't take as a public school. You have to adhere to certain laws. >> Yeah. >> Nice job. [applause] WE ARE all leaving here much smarter and probably could qualify for new
061York state regions or non regions at this point. Um, I want to thank everyone for coming. Anyone watching at home, um, hopefully took my advice and listened. Uh, we will get together again in only seven short days. So everybody's very excited. That in the holiday spirit, the main attraction at next week's meeting will be a dramatic rendition by our senior administrators of Charles Dickens, a Christmas Carol. They have been practicing under the guidance of doctor of Mrs. Ruth Brightenback, the head of our fine arts. And I is a complete joke, Miss Fel. I just want to see who is still paying attention. Um, we will have a a quick Chris prech Christmas meeting with some very interesting schedules. But if someone would like to read a Christmas carol, um, that would always be welcome. It
062is quite the story. Uh, unless my colleagues have anything they want to raise, talk about, ask. Oh, we did not have the opportunity for the administration to be heard. I'm sorry, the public to be heard. Um, if you'd like to make a comment or ask a question, please approach the microphone, tell us your name, and if you represent a specific group, your affiliation. If you would like your statement to be included in our board of minutes, you must hand a written copy of your remarks to our district clerk victim man before leaving tonight. As always, public discussion on matters, lady, staff, and students during which the reputation, privacy, or right to due process or those of others can in some ways be violated is prohibited. Anyone going once, going twice? >> Oh, go ahead. Oh,
063of course. Well, Mr. Jake, you don't have to wait for public to be heard. But I just want to, you know, get to the part. >> Uh I think there's a petition by the charge from a change.org um about the book curriculum um the EIA curriculum. Superintendent, do you want to answer that um petition? >> There's a uh a petition about >> actually the petition says change the curriculum and then it talks about a specific book. I think going back to my presentation, books are resources. The curriculum is what we teach for the whole year. I know that um there was a concern by a parent that we addressed uh thanks to the teacher reaching out to the parent and and solving that problem. If anyone has a concern with any book, they should reach
064out to the teacher who's teaching that book and they will work with you to discuss the concerns that you have. >> Um I think that's the most important way to do handle that kind of situation. >> I don't I don't um the um parents and student they have the requirement u not requirement but they have the option to choose a different book if they want to. Um I think that's that's something that um district needs to send the message out. Is is that correct? >> They they should speak with the teacher who will explain what the process is. Okay. >> Because there you know in our curriculum there are a lot of resources and some people might disagree with them. And I think the best thing to clarify any concern that they have is always
065to reach out to the teacher who will then explain what the options would be. >> Okay. Now, my concern is um does the district ever consult with child development research or mental health experts when approving these texts that including details of scenes of rape or sexual abuse or incest. Do we ever consult these people before? >> I think anytime a district, you know, I have full faith in every educator, they're educated in educational philosophy. They deal with child development in order to get their degree. So they're well aware of what the what the process is of learning um and what the ramifications are and that's why there's certain grade levels for books and you know when you have an elementary book fair you'll see these are for these grades and these are for these grades
066so they make it appropriate. So if there's a concern with as I said with the book that they always um that parent should contact the teacher first and go up to change. Can we develop um an option or allowing the teachers to notify the students parents like the whole class like oh we're going to be reading this book and this book is going to be containing these materials you are welcome to op out and choose another textbook if you want to um but otherwise you stay silent we're going to continue with the book like do you think we can do something like that in the future? >> So in in the case of you know the change.org document that's being circulated. There is a syllabus that lists all of the books and and all those
067concerns are addressed. So it's it's you know it's goes both ways. It's also a responsibility of a of a parent to reach out and say I'm concerned. Uh but it's always possible anything is possible but I think the most part most important thing is to communicate those concerns through the proper channels. >> Okay. All right. Thank you. >> Anyone else? Now we have a topic. Anyone want to speak on the topic? Going once, going twice. We're good. We're good. It's sitting there so diligently. No test this week, right? >> Anything you can add to our conversation? Do you like the book? >> It was a good book. >> Okay. Thank you for that. There we go. We got an opinion. Perfect. Um, everyone, uh, do I have a motion to adjourn? >> Thank you. Second.
068Thank you, Mr. Citron. All in favor? See everyone in whatever 180 something hours.