The Pelham Union Free School District Board of Education on Oct. 21 held a working session to begin planning local implementation of New York State’s New York Inspires “Portrait of a Graduate” framework, district curriculum leaders said.

The workshop, led by Dr. Commerford and Pelham curriculum staff, focused on the six graduate attributes the state identified — critical thinking, problem solving, communication, collaboration, creativity and resilience — and on what the changes could mean for instruction, assessment and graduation measures in Pelham.

District curriculum staff said the portrait is intended to broaden how readiness is defined and to move away from a diploma system measured primarily by Regents examinations. “This is not just a high school reform,” Dr. Commerford said during the session, adding that the work is intended to align K–12 instruction, assessment and school culture to the portrait’s competencies.

Why it matters: New York’s plan will phase in changes to diploma assessment and move toward a single statewide diploma with optional endorsements, district leaders said. That will affect how Pelham documents student mastery, aligns curriculum, and communicates with families and staff about graduation requirements over the next several years.

District officials described three near-term priorities: continue shared learning across administrators and staff, engage district committees and faculty, and begin broader community outreach. “We will begin this work and share this learning throughout our whole organization,” Dr. Commerford said. The board and curriculum leaders said they are awaiting rubrics and further guidance from the New York State Education Department (NYSED) before finalizing local graduation measurements.

State timeline and local implications noted by staff: district presenters said students who enter ninth grade in 2027 or later will fall under the new graduation system once the state fully phases in its measures; students who enter ninth grade prior to that will remain under many current requirements. The district described the current phase — communication and shared learning — followed by planning and policy revision once state rubrics are issued.

Board members and administrators repeatedly told the group that many Pelham practices already demonstrate alignment with the portrait framework. Presenters pointed to inquiry-based science, project-based learning, arts programs and interdisciplinary work as existing strengths.

Dr. Short and Dr. Callahan, both members of the curriculum team, joined the discussion about classroom practice and next steps. Dr. Short, identified in the meeting as the district’s director of humanities, and Dr. Callahan, identified as the director of science and math, were listed by district leaders as contributors to the planning work.

Superintendent’s office remarks during the meeting stressed that the district will proceed cautiously, building on current practices while awaiting state guidance. The district said it will present a crosswalk between Pelham’s strategic plan and the portrait to show areas of alignment and to identify gaps to address in future planning.

What comes next: district staff said they will continue a phased outreach plan that includes committee review, faculty and staff sessions, and community and family conversations. Officials urged patience until NYSED issues rubrics and more specific guidance on graduation measures.

The board’s wrap-up materials will include a written summary of the session; presenters said that document is typically distributed about a week after the meeting.

Ending: After the working session concluded, the meeting moved into a separate budget discussion. No formal policy changes or local graduation-policy votes were taken at the Oct. 21 meeting.