Leadership
Superintendents • district leaders
Local assessment governance, public engagement, labor partnerships, evidence systems, and implementation roadmaps.
Common design spine
- Existing curriculum
- Mini-Mastery
- Unit PBA
- Portfolio evidence
- Teacher-confirmed feedback
- Continuous improvement
Trained teams may add interdisciplinary capstones; high schools may extend evidence into CTE, community-based, career-connected and work-based learning.
FOUR COORDINATED STRANDS
A shared purpose. A path for every team.
High School
Grades 9–12 • Classes of 2028 & 2029
Near-term graduation-transition readiness, PBAs, portfolios, CTE and career-connected learning.
Middle School
Grades 6–8
Grade-band progression, 5–7 minute Mini-Mastery, grade-level PLC maps, unit PBAs, and transition readiness.
Elementary
Grades K–5
Developmentally appropriate early competencies, observation, student voice, formative evidence, and family partnerships.
POLICY COMPASS
What districts should plan for now
Use official NYSED guidance as the source of truth. Proposed changes must not be described as already-effective requirements.
| STUDENT GROUP | 2026–27 STATUS | CoP DESIGN IMPLICATION |
|---|---|---|
Class of 2028(current grade 11) | Proposed transition to one diploma and sunsetting passing requirements for Regents exams for graduates beginning Jan. 2028, pending regulatory action. | Counselors verify current requirements; build a local assessment inventory and student/family FAQ. |
Class of 2029(current grade 10) | Same proposed graduation transition; more time to pilot PBAs, portfolio routines, and career exploration. | Build coherent grade 10–12 learning and assessment pathways. |
“2029 Cohort”(enters grade 9 in fall 2029) | Distinct from graduating Class of 2029. This entry cohort is slated for the full PoG-aligned competency framework and universal transcript. | Middle schools prepare progression and handoffs; high schools develop future system capacity. |
Do not confuse PoG with other adopted instructional timelines
| ADOPTED CONTENT | HIGH SCHOOL | MIDDLE | ELEMENTARY |
|---|---|---|---|
Personal finance education | 2026–27 | 2026–27 (grades 5–8) | 2027–28 (K–4) |
Climate education | 2027–28 | 2027–28 (grades 5–8) | 2028–29 (K–4) |
These adopted content timelines create useful curriculum entry points. They are not a statewide requirement to implement PoG in every classroom in 2026–27.
Six official PoG attributes
Academically
Prepared
Prepared
Creative
Innovator
Innovator
Critical
Thinker
Thinker
Effective
Communicator
Communicator
Global
Citizen
Citizen
Reflective &
Future Focused
Future Focused
STRAND PLAYBOOKS
Choose your working lens.
STRAND PLAYBOOK / 01
Leadership: Superintendent & District Teams
Driving question: How does a district build a trusted, coherent local assessment system that lasts beyond the launch year?
Recommended team
Superintendent or designee; curriculum/assessment leader;
principal; teacher and association representatives; optional BOCES,
student and family advisors.
Six-session leadership workplan
| Session | DESIGN CHALLENGE | OUTPUT |
|---|---|---|
| 1 | Establish a shared PoG vision, baseline, and decision rights | District purpose + leadership charter |
| 2 | Inventory existing assessments, instructional initiatives, and burdens | Local assessment system map |
| 3 | Co-design coalition / town hall meeting participation with teachers/unions, students, families, local employers, local universities/colleges | Stakeholder/union engagement map |
| 4 | Agree on learning evidence standards, scoring moderation, equity and privacy | Assessment and data governance principles |
| 5 | Plan tiered teacher development, time, budget, support and dashboard | Year-one operating plan + KPIs |
| 6 | Rehearse board/community presentation and agree on next decisions | Board-ready executive brief + 90-day priorities |
What your team will build
- District Local Assessment Design Charter: outcomes, assessment types, rubric approach, decision rights and exclusions.
- Coalition map: school board, teacher association, parents, students, industry, higher ed, community and BOCES.
- Three-horizon plan: immediate 90 days; next school year; longer-term 2029 entry-cohort alignment.
Questions your team will explore
- What will teachers stop doing, simplify or integrate so this is not extra work?
- Which student groups currently lack access to authentic projects or career experiences?
- What decisions require formal labor consultation or bargaining?
- How will our community influence the system rather than merely endorse it?
YOUR FINAL STRAND DELIVERABLE
A concise local assessment charter, coalition governance map, baseline scorecard and 90-day plan.
