Session One: Tuesday, October 29 (PDF)

Facilitator
Dr. Robert R. Dillon, District Superintendent, Nassau BOCES

Welcome
Dr. Kim Cline, President, Long Island University

Greetings
Roger Tilles, New York Board of Regents

Our Work Together
Dr. Robert R. Dillon and ThoughtExchange

The Future of Learning and Higher Education
Leon Botstein, President, Bard College

The Future of Teaching
Randi Weingarten, President, American Federation of Teachers

Break

The Future of Learning, K-12 and Work
Ray McNulty, President, Successful Practices Network

Lunch

The Future of Work on Long Island
Kevin Law, Executive Director, Long Island Association

Closing Remarks
Dr. Robert R. Dillon, District Superintendent, Nassau BOCES

Session Two: Thursday, December 5 (PDF)

Question 1 - What do we want our children to know and to be able to do before they graduate?

Question 2 - How do we want students' skills and knowledge to be measured?

Question 3 - What aspect of today's event did you find the most valuable and would like to explore further in Session 3?

Partial Invitation List (PDF)

In addition to the three Long Island BOCES and all 127 school districts, the individuals and organizations listed below were invited. Invitations were also sent to those who attended the Long Island-based SED meetings about Substantial Equivalency and Every Student Succeeds Act (ESSA).

• Association of School Business Officials (Nassau and Suffolk)/
• BOCES District Superintendents statewide
• Chambers of Commerce (Nassau County)
• Colleges and universities Presidents and Deans of Education (Adelphi University, Hofstra University, Long Island University, Nassau Community College, New York Institute of Technology, St. John’s University (Long Island), St. Joseph’s College (Long Island campus), Suffolk County Community College)
• Community-based organizations (A wide variety of organizations. Example: Family and Children’s Association)
• Council of Administrators & Supervisors (Long Island)
• Educational content area associations (Example: New York State Council for the Social Studies, New York State School Music Association)
• Erase Racism
• Indian Association of Long Island
• Islamic Center of Long Island
• Legislators and government officials (Long Island delegation to New York State Assembly and Senate, Long Island Federal Congressional and Senate representatives, Nassau and Suffolk County executives)
• Long Island African American Chamber of Commerce
• Long Island Chinese American Association
• Long Island Association
• Long Island Association for Supervision and Curriculum Development
• Long Island Association of School Personnel Administrators
• Long Island Black Educators Association
• Long Island Pre-K Initiative
• Long Island School Public Relations Association
• National Association for the Advancement of Colored People (NAACP – Long Island Region)
• Nassau Association of School Business Officials
• Nassau County Council of School Superintendents
• Nassau County Elementary School Principals Association
• Nassau County Secondary School Administration Association
• Nassau Region PTA
• Nassau Suffolk Services for Autism
• Nassau-Suffolk School Boards Association
• New York Board of Regents
• New York State Intern Commissioner of Education
• New York State Schools Boards Association
• New York State Unified Teachers (State and Long Island)
• Private and parochial schools (list from SED, Nassau BOCES listserv)
• Reform Educational Financing Inequities Today (REFIT)
• School Administrators Association of New York State (Nassau-Suffolk)
• SCOPE Education Services
• Suffolk Association of School Business Officials
• Suffolk County Alliance of Chambers, Inc.
• Suffolk County School Superintendents Association
• Suffolk County High School Principals Association
• Suffolk Region PTA

View the letter from Dr. Robert R. Dillon (PDF)

Dear Colleagues:

As you know, New York State is considering the most dramatic changes to graduation requirements in several decades. The Board of Regents wants to ensure that they hear input from students as part of the process. Nassau BOCES will be hosting a meeting specifically for high school students on Monday, February 10.

The Regents developed a set of guiding questions that are being used to collect information about this topic at meetings throughout the state.

Five Guiding Questions

1. What do we want students to know and to be able to do before they graduate?
2. How do we want students to demonstrate such knowledge and skills?
3. How do you measure learning and achievement (as it pertains to the answers to #2 above) to ensure they are indicators of high school completion?
4. How can measures of achievement accurately reflect the skills and knowledge of our special populations, such as students with disabilities and English language learners?
5. What course requirements or examinations will ensure that students are prepared for college and careers or civic engagement?

The students will work in small groups to answer these questions. Their responses will be shared with the State Education Department, the Board of Regents and the Blue Ribbon Committee that will consider the future of graduation requirements for the state.

Each district is invited to send two students to the meeting. Please RSVP at www.nassauboces.org/studentmeeting by January 28.

Monday, February 10
8:30 a.m. to 11:30 a.m.
Robert E. Lupinskie Center for Curriculum, Instruction and Technology

Sincerely, 

Dr. Robert R. Dillon
District Superintendent of Schools

NYS Graduations Measures Review 5 Guiding Questions (PDF)

1. What do we want students to know and to be able to do before they graduate?

Consider the following:

• Academic knowledge and skills, i.e. content
• Social emotional knowledge and skills
• Civic readiness knowledge and skills, and
• 21st century skills: i.e. communication, collaboration, problem solving etc.

2. How do we want students to demonstrate such knowledge and skills

Consider the following:

• Experiential learning
• Coursework
• Projects
• Assessments
• Portfolios
• Work experience/internships
• Community service

3. How do you measure learning and achievement (as it pertains to the answers to #2 above) to ensure they are indicators of high school completion?

4. How can measures of achievement accurately reflect the skills and knowledge of our special populations, such as students with disabilities and English language learners?

Consider the following:
Consider whether alternative measures of assessment should be made available to special populations of students, and if so what types? Examples include: projects, portfolios etc.

5. What course requirements or examinations will ensure that students are prepared for college and careers or civic engagement?

Consider the following:
How does undertaking the studies required to pass exams in Math, Science, ELA and Social Studies indicate readiness for post-secondary options such as:

• 2- or 4-Year college
• Career certificate training programs
• Entry level employment
• Military service
• Civic engagement
• Other