NY Inspires: A Playbook for Reimagining Education for Every Learner New York stands at a pivotal moment in public education, ready to transform how students learn and thrive. NY Inspires is both a vision and a call to action—inviting educators, families, and communities to design an education system that centers the human experience and nurtures every student’s potential. Grounded in the Blue Ribbon Commission’s vision and shaped by thousands of voices, this Playbook is a roadmap to help guide the work needed to reimagine New York State's Portrait of a Graduate, which focuses on what a diploma means, what readiness looks like, and what our schools can become. It challenges us to hold fast to what works, to release what no longer serves, and to design anew with equity, justice, and joy at the center. At its heart, the Playbook is about people—celebrating the brilliance and diversity of every learner and ensuring meaningful pathways to fulfilling, connected lives. Together, we can create a system where students don’t just prepare for the future—they build it.
Ulster BOCES NY Inspires Transformation Design Cycles
Playbook for Phase 1: Installation Fall 2025 – Summer 2027
D U
R
g
,
A New York State high school graduate who is culturally responsive builds strong, respectful relationships, valuing diverse perspectives as essential to a rigorous, inclusive learning community. New York State students who embody cultural responsiveness and academic readiness—demonstrating creativity, critical thinking, communication, reflection, and global awareness—will be prepared to learn, grow, innovate, and contribute meaningfully to society. These graduates will be equipped with the interpersonal and intellectual skills needed to thrive in an interconnected, ever-evolving world. Portrait of a Graduate NEW YORK STATE
Academically Prepared Demonstrates a strong foundation in the NYS learning standards and is equipped with the knowledge and skills necessary to achieve success in college, careers, civic engagement, service, and life. Creative Innovator Utilizes imagination, curiosity, and flexible thinking to solve problems creatively, and develop new ideas and products, while adapting to evolving circumstances and challenges. Critical Thinker Analyzes information thoughtfully, evaluates evidence critically, and identifies patterns and connections between different pieces of information (across multiple content areas) to address complex issues and navigate the world with insight.
Effective Communicator Articulates ideas clearly and confidently through speaking, writing, and the use of different types of media for various purposes, while engaging with diverse audiences and actively listening to different perspectives. Global Citizen Acts responsibly and ethically within local, global, and digital communities, employing civic knowledge, skills, and mindsets to promote global sustainability and contribute positively to a culturally diverse, democratic society. Reflective and Future Focused Engages in self-reflection to identify strengths and areas for growth, sets meaningful goals, uses social awareness to maintain supportive relationships, and demonstrates responsible decision-making that prioritizes social, emotional, and mental wellbeing.
2
Ulster BOCES
Dear New York Education Community, New York has long been a beacon of innovation and excellence in public education, but now we find ourselves at a unique moment—a turning point where the future demands something greater from us all. As we prepare our students not just for the world as it is, but as it could be, we must be courageous in imagining an education system that centers the human experience. NY Inspires is more than a framework; it’s an invitation: an invitation to design boldly, to listen deeply, and to recognize the brilliance that already lives within our schools, our classrooms, and—most importantly—within each and every student. This Playbook represents our collective response to the call for transformation. Grounded in the Blue Ribbon Commission’s vision and shaped by the voices of thousands of stakeholders—students, families, educators, and communities—it is a roadmap to reimagining what a diploma means, what readiness looks like, and what our schools can become. It challenges us to hold fast to what works, to release what no longer serves, and to design anew with equity, justice, and joy at the center. At its heart, this is about people. It’s about the young people who walk through our doors every day, bringing with them rich histories, diverse identities, and limitless potential. It is about creating the conditions for them to thrive—not only to be prepared for the future, but to shape it. We envision a New York where every learner, regardless of their story, race, socioeconomic status, gender, identity, ability, or disability, is seen, valued, and given access to meaningful pathways that lead to vibrant, connected lives. We believe that with the right supports, every student can become an architect of a just and beautiful world. To realize that vision, we must ensure every graduate embodies the knowledge, skills, and mindsets outlined in our Portrait of a Graduate— competencies like critical thinking, collaboration, innovation, global citizenship, and cultural competence. But these are not abstract ideals. They are the foundation for purposeful lives. Our students deserve—and our communities require—learning experiences that connect to real passions, lead to sustainable careers, and open doors to homeownership, entrepreneurship, and economic mobility. When students are empowered to do meaningful work that matters to them and contributes to society, they don’t just get ready for the future—they create it. As you engage with this Playbook, we invite you to lead with heart, to co-design with students and communities, and to see this moment not as an obligation, but as an opportunity. Together, let us build the system our learners deserve—a system that reflects the best of who we are and the full promise of who we can become.
With commitment and hope, Dr. Jonah Schenker DISTRICT SUPERINTENDENT
3
NY Inspires Table of Contents
04
Program Overview
“Every system is perfectly designed to get the results it gets.”
13
Launching the Project
Design Cycle 1: Engage Community & Develop Vision
23
Design Cycle 2: Design Transformation Deliverables & Seek Community Alignment
69
— W. EDWARDS DEMING
Sharing with the Community
125
4
Ulster BOCES
Project Context
The New York State Education Department (NYSED) is developing a transformative design framework that will reshape education across the P-20 continuum. Building upon the foundational work of the Blue Ribbon Commission, Portrait of a Graduate, and four key shifts in thinking, this initiative aims to create a unifying guide for leaders, educators, students, and communities. The four major shifts are: ⬤ Adopt a NYS Portrait of a Graduate ⬤ Redefine Credits and Learning Experiences ⬤ Sunset Diploma Assessment Requirements ⬤ Move to One NYS High School Diploma
a focus on equity-centered design, leadership development, field- based implementation, system-wide coherence, and integration of the Portrait of a Graduate. With a human- centered approach at its core, this framework seeks to foster innovation and create more equitable educational opportunities throughout New York State. The framework will be a unifying guide for leaders, educators, students, and communities, ensuring that the shifts in thinking become embedded and transformational at all levels. The goal is to establish a cohesive process that unites teams and districts, engaging them in a structured design
Blue Ribbon Commission on Graduation Measures NOVEMBER 13, 2023
1
This project, NY Inspires, is a multi- year plan designed to transform education in New York State through approach tailored to the unique needs of their communities. The hope is that this process, along with dedicated collaborative time, will ensure consistency and fidelity in the work. “We cannot solve our problems with the same thinking we used when we created them.” — ALBERT EINSTEIN
5
NY Inspires Introduction to Our Approach The process laid out in this framework will support districts to design their roadmap while meeting the needs of the shifts described by the NY Inspires initiative. Each district will develop a vision and plan for making the necessary shifts while putting students’ perspectives and needs at the center. The driving question of the framework outlined in this playbook is: How can we make this transformation more human-centered, with belonging and access at its core, to co-author a story framed by a shared vision yet flexible enough to foster the innovation essential to a more equitable New York? This framework provides a structure to support BOCES and districts in engaging with human-centered design as they implement these shifts. It serves as a flexible guide where content, protocols, tools, and strategies can be added over time. The goals of this framework include: ⬤ Human-Centered Approach: Focus on belonging, access, and co-creation to foster innovation and equity in order to establish systems that prioritize those furthest from opportunity, creating conditions that benefit everyone. ⬤ Leadership Development: Build capacity at every level to ensure leaders are equipped to drive transformation. ⬤ Scalability and Flexibility: Ensure the framework is adaptable to different contexts while maintaining fidelity to its core principles. ⬤ Shared Vision: Create a cohesive story that inspires and aligns educational communities. District and BOCES teams will use this Playbook to guide them through a framework for designing and implementing decisions related to the four transformations and the integration of the Portrait of a Graduate.
“The alternative to good design is always bad design. There is no such thing as no design.” — ADAM JUDGE
6
Ulster BOCES
Phase 1: Installation (Fall 2025 – Summer 2027) 01 Release rubrics, refine standards, begin phased credit changes Each district will co-author a vision and plan to embed the elements of Portrait of Graduate into their K-12 scope and sequence as well as the beginning of the instructional shifts to redefine learning experiences. Each district will co-author a vision and a plan to meet the requirements
Year 1: 2025–26 ○ Complete Portrait of a Graduate ○ Release details of new credit requirements (phase in with 2027 cohort) ○ Multiple Pathways ○ Alternative Pathways ○ Financial Literacy ○ Climate Education ○ Finalize diploma requirements (phase in with 2027 cohort)
Year 2: 2026–27 ○ Release Portrait of a Graduate rubrics and guidance ○ Release prioritized, reformatted learning standards with guidance ○ Multiple Pathways ○ Alternative Pathways ○ Require instruction in financial literacy and climate education
as set forth by the timeline and deliverables established in the NY Inspires framework Phase 1. The above may include: ⬤ Rethinking instructional delivery approaches ⬤ Rethinking assessment ⬤ Locally developed pathways built toward new credit requirements and graduation measures ⬤ Thinking about how a district is developing supports and systems across K-12 ⬤ Crosswalk of Standards, Portrait of a Graduate, and Policy ⬤ Locally developed K-12 curricular approaches
7
NY Inspires
Phase 2: Initial Implementation
(Fall 2027 – Summer 2029) 02 Transition to one diploma, expand learning pathways, iterate assessments Each district will co-author a vision and a plan to meet the requirements as set forth by the timeline and deliverables established in the NY Inspires framework Phase 2. The above may include: ⬤ Rethinking instructional delivery approaches ⬤ Rethinking assessment ⬤ Locally developed pathways built toward new credit requirements ⬤ Thinking about how a district is developing supports and systems across K-12 ⬤ Crosswalk of Standards, Portrait of a Graduate, and Policy ⬤ Locally developed K-12 curricular approaches
Year 3: 2027–28
Year 4: 2028–29
ο One CTE credit required (can include financial literacy) ο Implement one diploma system ο Redefined seals and endorsements including advanced designation ο Sunset diploma assessment requirements ο Finalize rubrics for learning standards
ο Highlight and disseminate best practices
8
Ulster BOCES
Phase 3: Full Implementation & Scaling Up
(Fall 2029+) 03 Adopt new transcript system, sustain best practices Each district will co-author a vision and a plan to meet the requirements as set forth by the timeline and deliverables established in the NY Inspires framework Phase 3. The above may include: ⬤ Rethinking instructional delivery approaches ⬤ Rethinking assessment ⬤ Locally developed pathways built toward new credit requirements ⬤ Thinking about how a district is developing supports and systems across K-12 ⬤ Crosswalk of Standards, Portrait of a Graduate, and Policy
Year 5: 2029-30 ○ New transcript documenting proficiency in standards & Portrait of a Graduate ○ New assessments aligned to standards ○ Continue with one diploma and redefined endorsements ○ Statewide transcript required: 2
9
NY Inspires
Introduction to Human-Centered Design
What is Human-Centered Design? Human-centered design, a recognized approach for creating thoughtful experiences and systems, is a core practice of some of the most innovative companies and organizations in the world. Human-centered design has been utilized to create consumer products, healthcare systems, retail spaces, fundraising events, policies and procedures, learning experiences, and more. The foundation of human-centered design is a first-hand understanding of the human needs and behaviors in the systems being designed, followed by decision-making that is based on that understanding. When designing in school systems, this process puts the student experience and perspective at the center of decision-making and design of the system. Human-centered design also relies heavily on collaboration from a team, participation from potential end users (in this case, students) and stakeholders, a willingness to find the solution through iterative cycles of learning, and a focus on action over planning. Using the stakeholder-centered, iterative process of human-centered design can also provide helpful structures for designing more equitable solutions for all people, even those who are traditionally underrepresented. By creating a community-driven collaborative process that engages stakeholders in the work of co-creation and iterative feedback, human-centered design can help to identify solutions that will solve real problems and meet important (but sometimes misunderstood) needs.
HUMAN-CENTERED DESIGN MINDSETS The mindsets of human-centered design help practictioners to utilize the tools and meet the objectives of the phases. Work together to understand the context Look carefully to understnad the potential problems and opportunities Stay optimistic that you can solve the problem Hold back on solving the problem until the time is right Get inspired by people – active listening is a source of creative inspiration Put aside biases and assumptions about what you think the problem is – listen to the stakeholder Seek new perspectives on old problems See opportunities in constraints Get comfortable with navigating contradictory information Many ideas lead to good ideas Defer judgment and criticism of ideas until the time is right Idea generation is not the time for evaluating ideas Brainstorming is a collaborative team activity Allow yourself to think of wild ideas Prototype early and often in order to learn about your idea Start small to make big change Show don’t tell Many cycles of prototyping are necessary to develop an idea Feedback is a gift to improve your ideas
10
Ulster BOCES
Human-Centered Design in Schools Human-centered design methodologies have gained increasing attention in K-12 education in recent years. From educators using the process as a pedagogical framework for real world, project-based learning to school leaders leveraging the process as a driver of innovation, progressive leaders of education reform around the world have taken up human-centered design as a mechanism for positive change. As we build awareness that school systems are complex human- centered environments that are actively designed, we continue to see the desire to equip leaders and teams with tools that are used by professional designers in order to creatively solve problems and actively imagine new futures. Furthermore, putting student experiences and perspectives at the center of the design process has a proven track record of producing more equitable, more effective, and more innovative solutions.
Human-Centered Design and Transformation Work
If you make decisions that impact other people’s experiences, you are a designer already. Design asks you to consider [or
reconsider] how the decisions you make impact the experiences of others. Human-Centered
Design leverages the methods and tools of design to help teams engage with stakeholders, explore the needs of a community, and create thoughtful, innovative solutions that address transformation goals and aspirations. The tools and frameworks in this Playbook are designed to amplify and accelerate your work on implementing the four transformations outlined by the NY Inspires initiative.
11
NY Inspires
Phase 1: School Year 2025-2026
Project Timeline 01
August 2025
January 2026
May 2026
June 2026
Launch Project: Beginning of August
Design Cycle 1: Completed by January
Design Cycle 2: Completed by May
Present Deliverables: June
Engage Community & Develop Vision Workshop 1 – Prepare to Engage
Design Transformation Deliverables & Seek Community Alignment Workshop 3 – Leverage Visioning Work to Design Transformation Deliverables April 2026 ο Portrait of a Graduate ο Review Vision Work ο Leverage Your Vision to Create New Models ο Research and Share Exemplars ο Redefining Credits and Learning Experiences ο Review Vision Work ο Leverage Your Vision to Create New Models ο Research and Share Exemplars ο Tuning Fieldwork 3 – Community Feedback Sessions ο Focus Groups – including students, families, educators, and administrators Workshop 4 – Virtual in May ο Synthesize Learnings, Iterate, and Prepare to Share
Launching the Project
Sharing with the Community
Establish Design Teams Beginning of August Review Blue Ribbon Commission Report & NY Inspires Slide Deck Before first workshop
Present Deliverables to District Leadership and Other Stakeholders June 2026
Community August 2025 ο Reflecting to Begin
ο Preparing to Engage Stakeholders Fieldwork 1 – Community Engagement ο Interviews ο Shadow a Student Workshop 2 – Synthesize Learnings & Develop Vision January 2026 ο Synthesize Learnings ο Develop Vision Fieldwork 2 – Community Feedback Sessions ο Focus Groups – including students, families, educators, and administrators
12
Ulster BOCES
Project Structure
What is a Workshop?
What is Fieldwork?
Between workshops or meetings, your design team will complete fieldwork using the Playbook. Fieldwork should be completed before the start of the next team workshop or meeting. The time and structure of the fieldwork will be determined by districts (i.e. conference days, standing meetings, contractual constraints, etc.).
A workshop is a convening of design teams where everyone works together collaboratively using the Playbook. A workshop will focus on cycles in the Playbook, and the design teams will use the collaborative time to debrief completed phases of work, complete current phases, and plan for fieldwork.
What is Teamwork?
What is the Community Shareout?
This is an opportunity to bring together regional design teams, as well as community members and stakeholders, to publicly share and discuss the work that has been created during this process. The Community Shareout is also an opportunity celebrate the effort, ideas, and commitment of the educators, leaders, and community that have all participated in the work.
Your design team may choose to meet in between workshops in order to coordinate your work together, troubleshoot, and complete tools in the Playbook. Teamwork might take place during monthly affinity meetings of Superintendents, Assistant Superintendents, or PPS Directors. Cross-functional teams might need to schedule additional time at their discretion.
Page i Page ii Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12Made with FlippingBook - professional solution for displaying marketing and sales documents online