1. Current Graduation Requirements in NYS

2. Current NYS Requirements
DRAFT
Content Area
Regents Diploma¹
Regents Diploma w/Advanced Designation¹
Mathematics 3
English 4
Science 2
Social Studies
Health
0.5
Arts 1
Languages Other Than English (LOTE)³
Physical Education
Sequence Courses/Electives
3.5
Total Credits 22
Regents Exams
Score of 65 or above for gen ed students and 55 or above for SWDs² 5
(1 Math, 1 ELA, 1 Science, 2 SS)
7, 8 or 9
(At least 2 Math, 1 ELA, at least 2 Sciences, 2 SS)
¹An Honors Designation is applicable for students earning an average of 90 on all required exams
²The current safety net for SWDs. Additional components including the compensatory model are being considered
³Must pass a locally developed second language proficiency exam to earn credit
Regents Diplomas
2005 – 70,593
2006 – 74,866
2007 – 80,689
Regents Diploma with AD
2005 – 67,482
2006 – 69,394
2007 – 68,380
IEP Diplomas
,922 IEP diplomas ,390 IEP diplomas ,728 IEP diplomas 2

3. Regents Diploma with Advanced Designation
Cohort Graduates
Under Current NYS Requirements
DRAFT
Cohort
Regents Diploma with Advanced Designation
Regents Diploma
IEP Diploma
2007
68,380
80,689
2,922
2006
69,394
74,866
3,390
2005
67,482
70,593
3,728
Regents Diplomas
2005 – 70,593
2006 – 74,866
2007 – 80,689
Regents Diploma with AD
2005 – 67,482
2006 – 69,394
2007 – 68,380
IEP Diplomas
,922 IEP diplomas ,390 IEP diplomas ,728 IEP diplomas 3

4. Current Graduation Requirements
DRAFT
Credential Type: Local Diploma
Available to³:
Students with a Disability (SWD)
Credits: 22
Assessments: (Score of on one or more¹)
5² – ELA; Math; Science; Global History and Geography; US History and Government
¹The current safety net for SWDs. Additional components including the compensatory model are being considered
²Students entering Grade 9 in 2010 may pass the RCT in lieu of passing a Regents Exam in that subject
³The local diploma option for general education students was phased out over 5 years. Students in the 2007 cohort (class of 2011), for example, had to pass 4 exams with a 65 and 1 with a whereas students in the 2008 cohort (class of 2012) had to pass all exams at 65 or above.
Credential Type: Local Diploma Through Appeals Process
Available to:
All Students
Assessments: (Score of 65 or above on three; Score of for which an appeal is granted)
5 – ELA; Math; Science; Global History and Geography; US History and Government
Local Diplomas
2005 – 23,429
2006 – 20,805
2007 – 16,110 4

5. Local Diploma Raising the Level of Rigor
DRAFT
While the Local Diploma remains available for Students with Disabilities, it has been phased out over 5 cohorts for General Education Students¹
¹The local diploma is only available to general education students through an appeals process wherein a student must score a 65 or above on three assessments and score a on the assessments for which they seek an appeal
²Students entering Grade 9 prior to 2011 who pass the RCT in lieu of passing a Regents Exam in that subject will earn a local diploma
Graduation Requirements
Cohort
Number of Regents Exams
with Scores at 65 or Above²
2005
2 or more
2006
3 or more
2007
4 or more
2008
5 or more 5

6. Current Credential Types
DRAFT
Credential Type: CTE Technical Endorsement
Available to:
All Students
Requirements:
Regents Diploma Requirements OR Regents Diploma with Advanced Designation
AND
Complete a CTE Approved Program and Pass an Associated Technical Assessment
Credential Type: Regents with Advanced Designation Mastery in Science or Mathematics
All Students entering Grade 9 in 2009 and beyond
Regents with Advanced Designation Requirements
Score of an 85 on three Commencement Level Regents Exams in Mathematics AND/OR three Commencement Level Regents Exams in Science 6

7. Current Credential Types
DRAFT
Credential Type: Individualized Education Program (IEP) Diploma
Available to:
Students with a Disability exiting school prior to *
*Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21.
Requirements:
Credits are not specified
Assessments are not specified
Determined by the student’s achievement of the educational goals based upon the appropriate level of learning standards as outlined in the student’s Individualized Education Program (IEP)
The IEP diploma does not result in access to college or the military and does not represent any recognized level of achievement of the learning standards. 7

8. Current Credential Types
DRAFT
Credential Type: Skills and Achievement Commencement Credential
Available to:
Beginning in ; Students with a Severe Disability*
*Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21.
Requirements:
Credits are not specified
Assessments – New York State Alternate Assessment (NYSAA)
Issued with documentation of the student’s level of career achievement in the Career Development and Occupational Studies (CDOS) learning standards, academic skills, the student’s strengths and interests 8

9. Current Credential Types
DRAFT
Credential Type: Career and Work Skills Credential
Available to:
All Students as a Supplement to a Regular Diploma; Students with a Disability who cannot achieve a Regular Diploma because of His/Her Disability*
*Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21.
Requirements:
Completion of a NYS Commencement Career Plan and a minimum number of hours (e.g. 90) throughout a student’s High School experience in courses/activities related to career awareness, exploration and preparation (which could include community and volunteer experiences)
Optional Assessments – A National Work Readiness Assessment
Currently under consideration by the Board of Regents 9

10. Outcomes Under the Current Model
Note that we will discuss investment and return in the latter part of the afternoon.

11. Our Challenge Graduating All Students College & Career Ready DRAFT
New York's 4-year high school graduation rate is 74% for All Students
However, the gaps are disturbing
June 2011 Graduation Rate
Graduation under Current Requirements
Calculated College and Career Ready*
% Graduating
All Students
74.0
34.7
American Indian
59.6
16.8
Asian/Pacific Islander
82.4
55.9
Black
58.4
11.5
Hispanic
58.0
14.5
White
85.1
48.1
English Language Learners
38.2
6.5
Students with Disabilities
44.6
4.4
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.
Source: NYSED Office of Information and Reporting Services 11

12. College Remediation Rates Is the Current Model Meeting Our Expectations?
DRAFT
The trend for students in 2 year programs needing remedial courses is increasing 12

13. College Remediation Rates Is the Current Model Meeting Our Expectations?
DRAFT
45% of students in Associate Degree programs who take 3+ remedial courses do not continue their college education 13

14. College Graduates Are we graduating what the market requires?
DRAFT
Nearly half of all new jobs created by 2018 will go to those with an Associates Degree or Occupational Certificate
Source: Symonds, William C., Robert Schwartz, and Ronald F. Ferguson Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Cambridge, MA: Pathways to Prosperity Project, Harvard University Graduate School of Education. 14

15. Credit and Assessment Requirements in Florida, Massachusetts and New Jersey

16. Number of Types of Diplomas Offered
MINIMUM Graduation Course Requirements in Mathematics for PARCC Consortium Members
DRAFT
State
Credits Required
Course Required
Assessment Required
Number of Types of Diplomas Offered
Florida 4
Algebra I; Geometry; Algebra II or a series of courses equivalent to Algebra II as approved by the SBE
Phased in for cohort entering in SY
Algebra I
Cohort entering in SY must pass
Geometry
Cohort entering in SY12-13 must pass 3
New Jersey
Effective with Grade 9 class
Effective with Grade 9 class
A third year of Math that builds on Algebra / Geometry and prepares students for college and 21st century careers
Effective with Grade 9 class
All Students take the HSPA; Algebra 1 Assessment was optional in 2012 1
Massachusetts
Locally Determined
Algebra 1 and Geometry are assumed but not explicitly required as all course determinations are made at the local level
MCAS 10
(Covers Algebra with some Geometry)
FL - FCAT/FCAT 2.0—FOR ELA: Students who entered grade 9 in the school year must earn passing scores on Grade 10 FCAT 2.0 Reading. The required passing scores for students entering grade 9 in the school year are provided in Table 2 (prior to the spring 2012 test administration, FCAT 2.0 scores were reported as FCAT Equivalent Scores). FOR MATH: Students who entered prior to SY11-12 had to take the Algebra 1 test, but did not have to receive a passing score; students’ scores constituted 30% of their course grades.
NJ - The High School Proficiency Assessment (HSPA) is used to determine student achievement in reading, writing, and mathematics as specified in the New Jersey Core Curriculum Content Standards. First-time eleventh grade students who fail the HSPA in March of their junior year will have an opportunity to retest in October and March of their senior year.
MASS – Although state law only requires American History and Civics and Physical Education, the Massachusetts Highs School Program of Studies (MassCore) is recommended by their SEA to help students be college and career ready. Requires four years of math, including completion of Algebra II. 16 16

17. Number of Types of Diplomas Offered
MINIMUM Graduation Course Requirements in English Language Arts for PARCC Consortium Members
DRAFT
State
Credits Required
Course Required
Assessment Required
Number of Types of Diplomas Offered
Florida 4
Courses must include major concentration in Composition, Reading for Information, and Literature
Grade 10 FCAT 2.0, Reading
First required with Cohort entering in SY 3
New Jersey
Aligned to Grade 9 – 12 standards
Beginning with students entering Grade 9 in SY
All Students take the HSPA, Language Arts Literacy in Grade 11
(Covers Reading and Writing) 1
Massachusetts
Locally Determined
MassCore recommends four years of English but courses are not explicitly required as all course determinations are made at the local level
MCAS 10
(Covers Composition, Reading and Literature)
FL: Beginning with the cohort entering students must earn a passing score on the Grade 10 FCAT in both Reading and Math. Passing scores were increased with the cohort.
NJ: eleventh-grade High School Proficiency Assessment (HSPA) , Language Arts Literacy
MA: The Massachusetts Highs School Program of Studies (MassCore) is recommended by their SEA to help students be college and career ready. Recommends four years of English. 17 17

18. Career and Technical Education Current Standards, Content and Policies
2001 increased graduation requirements for NYS high school students
How would CTE students be able to access BOCES programs and still have enough time in their schedules to complete the additional year of science and math required for graduation?
Could academic credit be offered in CTE programs?
Yes, if the CTE program could demonstrate academic content at the commencement level.
The CTE Program Approval Process is the way the State Education Department ensures that local CTE programs meet the policy requirements approved by the Board of Regents (Feb 2001)

19. CDOS Standards (1996) The Foundation of CTE Programs
DRAFT
Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, abilities and aptitudes to future career decisions.
Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
3a. Universal Foundation Skills (SCANS): Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
3b. Career Majors: Students who choose a career major will acquire the career specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
How does this initiative align with the Common Core State Standards Initiative led by the National Governors Association and the Chief State School Officers? The Common Career Technical Core initiative is intended to be complementary to the Common Core State Standards Initiative (CCSSI), facilitated by the National Governors Association and the Council of Chief State School Officers. The common standards for CTE will demonstrate alignment and support for English Language Arts and mathematics standards already developed and the goals of college and career readiness.
What is the process and timeline for developing the Common Career Technical Core? Subject matter experts from across the country in all sixteen Career Clusters ™, along with a writing team have already begun to lay the foundation for the CCTC through revisions of the National Career Clusters™ Knowledge and Skill statements—a comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area. These statements reflect the expectations of postsecondary education and business and industry for entering into a career, and are used to guide curriculum development, assessment, and program planning.
The timeline and process for the development of the CCTC follows:
November 2011 States begin the process of committing to the creation of a Common Career Technical Core. January 2012 The inaugural meeting of the Career Readiness Partner Council (CRPC) occurs. March 2012 The 16 working groups will develop the first draft of the CCTC building from the industry validated and benchmarked Knowledge and Skill statements. The working groupls will include subject matter experts nominated from states committed to create the CCTC April 2012 The 16 working groups will incorporate feedback from the states and develop a second draft for review. A draft will be provided for open public comment. Public comments reviewed and incorporated into final draft May 2012 The state work groups will approve the CCTC standards. June 2012 The common CTE standards will be released 1. What is the Common Career Technical Core initiative? The Common Career Technical Core (CCTC) initiative is a state-led effort to develop high expectations for Career Technical Education (CTE) programs through a set of common standards that will include:
• Standards for Career Ready Practice (10-15 Career Ready Practices) • Career Cluster Anchor Standards (8-15 common standards with application to each of the 16 Career Clusters) • Career Pathway Standards (10-25 standards specific to Career Pathway, industry benchmarked when possible • Built from the industry and post secondary validated Career Cluster™ Knowledge and Skills statements 19 19

20. CTE Content Areas Agricultural Education
DRAFT
Agricultural Education
Plant Science; Animal Husbandry; and Natural Resource Management
Business and Marketing Education
Finance; Marketing; Managing; and Accounting
Family and Consumer Sciences Education
Human Services; Food and Nutrition; Textiles and Design; and Family Studies
Health Occupations Education
Medical Assisting; Nursing; EMT; Home Health Assistance; and Dental Assistance
Technology Education
Manufacturing; Information and Communication; Transportation Systems; and Energy Systems
Trade, Technical, and Industrial Education
Construction; Manufacturing; Cosmetology; Information Technology; and Mechanics
Based on the CDOS Learning Standards, these 6 content areas are the basis for the 16 nationally recognized Career Cluster groups
Provide sample course selection from approved programs 20 20

21. Career Clusters DRAFT Career Clusters 2011 Statewide Enrollment
Agriculture, Food, and Natural Resources
2,535
Architecture and Construction
4,512
Arts, A/V Technology, and Communications
11,076
Business Management and Administration
13,741
Education and Training
693
Finance
676
Government and Public Administration
117
Health Sciences
6,897
Hospitality and Tourism
4,858
Human Services
3,879
Information Technology
12,518
Law, Public Safety, Corrections, and Security
7,127
Manufacturing
7,940
Marketing
4,823
Science, Technology, Engineering, and Mathematics
13,559
Transportation, Distribution, and Logistics
6,795
RThese are the nationally recognized Clusters which are currently under review.
The 16 lead to 79 career pathways
Career Cluster™ Knowledge and Skills Revision
The Knowledge and Skill Statements associated with the National Career Clusters Framework are currently under a review, revision, and re-validation process. The process is something that periodically occurs to ensure the currency and relevance of the statements from industries perspective of students should know and be able to do. 21 21

22. CTE Program Approval Process Based on the Board of Regents Nationally Recognized Plan
DRAFT
Self Study: An Opportunity To Evaluate CTE Programs
Input from various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, and Students)
Analysis of curriculum for alignment and rigor
Prepare application materials
External Review: An Opportunity To Evaluate CTE Programs
Involvement of various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, BOCES and 2 Component Schools)
Review, address, approve (sign-off) on CTE program plan
Forward plan to Superintendent of Schools or District Superintendent for Approval
Board of Education Approval
Submit Statement of Assurances Form
Signed by Superintendent of Schools and BOE President
SED Review
Subject specialist reviews the plan
Letter to Superintendent of Schools or District Superintendent once approved (5 year period with option to re-approve) 22 22

23. CTE Program Approval Process Based on the Board of Regents Nationally Recognized Plan
DRAFT
Applications must certify that the CTE program will provide:
• Curriculum aligned with state and national learning standards and state and
national skill standards;
• Rigorous curriculum content which is non-duplicative and provides the student with a coherent sequential program of study;
• Secondary CTE curriculum aligned with postsecondary education career
pathways leading to degrees or credentials;
• State-certified faculty with appropriate academic and/or technical certification;
• A technical assessment that meets current industry standards (ex. NATEF, NOCTI);
• Postsecondary articulation agreements constructed to provide students with
direct benefit (such as college credit or advanced standing);
• Work-based learning opportunities for all students; and
• A robust data reporting infrastructure to evaluate success on assessments and future placements
How does this initiative align with the Common Core State Standards Initiative led by the National Governors Association and the Chief State School Officers? The Common Career Technical Core initiative is intended to be complementary to the Common Core State Standards Initiative (CCSSI), facilitated by the National Governors Association and the Council of Chief State School Officers. The common standards for CTE will demonstrate alignment and support for English Language Arts and mathematics standards already developed and the goals of college and career readiness.
What is the process and timeline for developing the Common Career Technical Core? Subject matter experts from across the country in all sixteen Career Clusters ™, along with a writing team have already begun to lay the foundation for the CCTC through revisions of the National Career Clusters™ Knowledge and Skill statements—a comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area. These statements reflect the expectations of postsecondary education and business and industry for entering into a career, and are used to guide curriculum development, assessment, and program planning.
The timeline and process for the development of the CCTC follows:
November 2011 States begin the process of committing to the creation of a Common Career Technical Core. January 2012 The inaugural meeting of the Career Readiness Partner Council (CRPC) occurs. March 2012 The 16 working groups will develop the first draft of the CCTC building from the industry validated and benchmarked Knowledge and Skill statements. The working groupls will include subject matter experts nominated from states committed to create the CCTC April 2012 The 16 working groups will incorporate feedback from the states and develop a second draft for review. A draft will be provided for open public comment. Public comments reviewed and incorporated into final draft May 2012 The state work groups will approve the CCTC standards. June 2012 The common CTE standards will be released 1. What is the Common Career Technical Core initiative? The Common Career Technical Core (CCTC) initiative is a state-led effort to develop high expectations for Career Technical Education (CTE) programs through a set of common standards that will include:
• Standards for Career Ready Practice (10-15 Career Ready Practices) • Career Cluster Anchor Standards (8-15 common standards with application to each of the 16 Career Clusters) • Career Pathway Standards (10-25 standards specific to Career Pathway, industry benchmarked when possible • Built from the industry and post secondary validated Career Cluster™ Knowledge and Skills statements 23 23

24. Access to CTE Courses Approved CTE programs Integrated courses
DRAFT
Approved CTE programs
78 district and BOCES based sites, 983 programs
Only path to CTE Technical Endorsement
Integrated courses
Academic content fully embedded in the course
Only available in approved programs
Specialized courses
Electives determined at the local level
Course Selection: Articulated strand of courses, use appropriate curriculum, meet commencement level standards, Career and Financial Management (CFM) content can be stand alone of integrated into program
Credit: Not about delivery, about content
Integrated – commencement level academic material is integral to study CTE content (Example: Commencement level science in nursing program, aviation, etc.)
Specialized – commencement level academic material augments study of CTE content in a meaningful way (Example: Commencement level mathematics in the form of a business plan project is added to the early childhood program, Some specialized courses are in place for statewide use – Food Science)
CTE teachers deliver the academic content in integrated or specialized courses 24 24

25. CTE Assessment Review The Chancellor’s Panel on CTE Assessment Alignment
DRAFT
Led by researchers at Cornell University, an expert advisory panel of 6-8 experts will be convened to support the review ~25 national CTE assessments
Review will include:
Nomination of existing occupational assessment instruments;
Recommendation of criteria and procedures for determining the suitability of nominated instruments;
Analysis of nominations against the criteria;
Reaching consensus on a list of approved instruments and the explanations for the choices
At the conclusion of the review, the research team will provide recommendations to the Content Advisory Panel
Recommend next steps to the Board of Regents
The Future of Career Technical Education (CTE) Assessment
Executive Summary
RECOMMENDATIONS
1. Develop a national common core of technical standards that builds on the National Career Cluster Knowledge and Skills statements. A national approach to CTE assessment requires common standards, and they must define more than general workplace readiness skills. The Career Cluster Knowledge and Skills define the rigorous, transferrable skills needed across all occupations in each of the 16 industry career clusters and 79 subsequent career pathways. There is also a role for occupation-specific standards common to many CTE programs, but we believe these are best left to states and industry groups to steward.
2. Create a national comprehensive college and career ready assessment system that measures both academic and technical knowledge and skills. All components of a CTE assessment approach, regardless of the format, should include multiple measures for student achievement and program performance. Components of the CTE approach should, where possible, integrate with states’ broader assessment systems to measure academic achievement and manage student data. Rigorous programs of study aligned to the National Career Clusters framework should be the method of delivery for all CTE curriculum and assessment.
3. Build high-quality technical assessments that examine proficiencies as defined by the academic and technical common cores and that may lead to industry-recognized, nationally portable credentials. We believe that a shared item bank could facilitate the development and delivery of large-scale state assessments that address many areas of the national common core. Performance and portfolio assessment may be required for some skill areas, but a collaboratively developed and managed shared item bank provided with protocols for valid and reliable test form development and delivery provides the best opportunity to pursue nationally portable credentials as advanced placement, transcripted credit, and industry-recognized certification.
4. Create a national clearinghouse of current industry-based assessments and related credentials/certifications. There will continue to be a need for assessments other than those generated from the shared item bank, such as assessments for industry certification, state licensure, occupation-specific skills, and performance assessments for skill areas unsuitable for multiple-choice testing. A national clearinghouse of these assessments will serve CTE and education leaders seeking to identify all additional tools to form a complete assessment approach.
PARCC 25

26. CTE Content Advisory Panel Recommendations on the Future of the Pathway
DRAFT
Review the current standards, content areas, and clusters to determine if they are best aligned with college and career readiness preparation
Review the current CTE approval process to determine:
Rigorous programs align programs with college and career readiness preparation
Incentives for districts to seek approval
Sustainability given staff size constraints and number of programs
Identify, develop, and clearly articulate CTE program options (including assessments) for grades 6-8 which prepare students for entry into a full CTE program in 9th grade; that allow for credit accumulation in grades 7 and 8; and that allow for acceleration for students in 8th grade
Develop a process and timeline for increasing integrated courses in specifically grades 9 and 10 and across grades 9-12
Recommend specific course sequences for specific strands
Develop a proposal that allows students to take industry-based assessments in the junior year of a CTE sequence, thereby allowing the senior year to be used for internships and structured work experiences
Review current certification requirements to determine need for new areas and/or flexibility in current areas
Recommend next steps to the Board of Regents
1. What is the Common Career Technical Core initiative? The Common Career Technical Core (CCTC) initiative is a state-led effort to develop high expectations for Career Technical Education (CTE) programs through a set of common standards that will include:
• Standards for Career Ready Practice (10-15 Career Ready Practices) • Career Cluster Anchor Standards (8-15 common standards with application to each of the 16 Career Clusters) • Career Pathway Standards (10-25 standards specific to Career Pathway, industry benchmarked when possible • Built from the industry and post secondary validated Career Cluster™ Knowledge and Skills statements
How does this initiative align with the Common Core State Standards Initiative led by the National Governors Association and the Chief State School Officers? The Common Career Technical Core initiative is intended to be complementary to the Common Core State Standards Initiative (CCSSI), facilitated by the National Governors Association and the Council of Chief State School Officers. The common standards for CTE will demonstrate alignment and support for English Language Arts and mathematics standards already developed and the goals of college and career readiness.
PARCC 26 26

27. Current CTE Resources Current Funding Technical Assistance Center
DRAFT
Current Funding
Perkins funding has decreased by 10% from prior year – flat funding anticipated in the coming year
School Innovation Fund – a partnership grant opportunity to redesign schools under 1 of 6 models including CTE
Technical Assistance Center
Professional development on CTE
Development of model SLO’s
Development of Common Core-based instructional materials 27

28. Pathway Examples and Course Sequences

29. Traditional Pathway to Graduation
DRAFT
Content Area
Regents Diploma¹
Regents Diploma w/Advanced Designation¹
Mathematics 3
English 4
Science 2
Social Studies
Health
0.5
Arts 1
Languages Other Than English (LOTE)³
Physical Education
Sequence Courses/Electives
3.5
Total Credits 22
Regents Exams
Score of 65 or above for gen ed students and 55 or above for SWDs² 5
(1 Math, 1 ELA, 1 Science, 2 SS)
7, 8 or 9
(At least 2 Math, 1 ELA, at least 2 Sciences, 2 SS)
¹An Honors Designation is applicable for students earning an average of 90 on all required exams
²The current safety net for SWDs. Additional components including the compensatory model are being considered
³Must pass a locally developed second language proficiency exam to earn credit 29

30. Existing Pathways Moving Towards a Competency-Based Model
DRAFT
Seat time requirements do not apply to the following:
Independent Study
3 elective credits
Credit by Exam
6 core credits
Blended and Fully Online Courses
No credit restrictions
Must follow guidelines in regulation including:
Instruction is delivered by and/or under the direction/ supervision of a New York State teacher, certified in the subject area for which credit will be awarded and trained to teach in the online environment;
Opportunities are provided for regular and substantive interaction between the student and the teacher;
Course is academically rigorous and aligned to the New York State commencement level learning standards
Performance-Based Arts Credits
1 credit 30

31. Multiple Pathways: Key Issues To Ensure College and Career Readiness
DRAFT
Mathematics - which courses/assessments will be required in Mathematics to ensure college and career readiness? Algebra? Geometry? Algebra II? Will these be for all pathways or individualized?
Global History and Geography - do the Regents wish to break the Global History and Geography exam into a 2 year, 2 exam sequence? Which, if any, will be required/optional? Should a Global Studies course be required for graduation?
Assessments – do the Regents wish to provide flexibility in which assessments students are required to take? 31

32. Humanities Pathway Example
DRAFT
Course Requirements
Credits
Proposed Humanities Pathway Courses and Required Assessments for Regents Diploma
Integrated Courses and Sample Course Titles
English 4
2-4 Discrete English Language Arts Courses
Up to 2 Specialized Courses
English Language Arts Regents
Journalism; Modern Poetry; The Modern Novel; Philosophical Literature; Theater Arts; History and Literature of Theater
Social Studies
Global History and Geography
US History and Government
2 Integrated or Specialized Course Options
US History Regents and Global Regents or substitute an additional Math or Science Regents or AP Content Test
i.e. AP Art, AP French
AP Art History; Topics in European or Asian History; Research; World Religions; Music History; World Cultural Dance
Mathematics 3
Algebra, Geometry Algebra 2
1 Mathematics Regents
Science
1 Life Science, 1 Physical Science and a third course in Life of Physical Science (Current Requirements)
1 Science Regents
Physical Education 2
Art/Music 1
Health
0.5
LOTE
Additional Units of Credit
3.5
Electives to be used to fulfill a 5 unit sequence in a Humanities Strand: LOTE, Arts, History, Literature, etc.
Total 22 32

33. STEM Pathway Example Engineering Concentration
DRAFT
Course Requirements
Credits
Proposed STEM Pathway Courses and Required Assessments for Regents Diploma
Integrated Courses and Sample Course Titles
English 4
1-4 Discrete Courses
1-3 Specialized Courses
English Language Arts Regents
Technical Journal Writing; Ethics in Emerging Technologies
Social Studies
Global History and Geography
US History and Government
2 Integrated or Specialized Course Options
US History Regents and Global Regents or substitute Math or Science
Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society; Science and Tech in Society
Mathematics
Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics or Pre Calculus or AP/IB
1 Mathematics Regents
Science
Select 1: Living Environment, Chemistry, Physics
Earth Science or other Advanced Science
1 Science Regents
Physical Education 2
Art/Music 1
Health
0.5
LOTE
Additional Units of Credit
1.5
At least one other Applied Math or Advanced Technology Specialized Course
Total 22 33

34. STEM Pathway Example Physics Concentration
DRAFT
Course Requirements
Credits
Proposed STEM Pathway Courses and Required Assessments for Regents Diploma
Integrated Courses and Sample Course Titles
English 4
1 Discrete Course
1-3 Specialized Courses
English Language Arts Regents
Technical Journal Writing; Ethics in Emerging Technologies
Social Studies
Global History and Geography
US History and Government
2 Integrated or Specialized Course Options
US History Regents and Global Regents or substitute an additional Math or Science
Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society; Science and Tech in Society
Mathematics
Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics or Pre Calculus or AP/IB
1 Mathematics Regents
Science
Select 1: Chemistry, Physics, Living Environment or Earth Science
AP Physics
1 Science Regents
Physical Education 2
Art/Music 1
Health
0.5
LOTE
Additional Units of Credit
1.5
At least one other Advanced Physics Course
AP Electricity and Magnetism; AP Mechanics; Topics in Applied Physics
Total 22 34

35. STEM Pathway Example Life Science Concentration
DRAFT
Course Requirements
Credits
Proposed STEM Pathway Courses and Required Assessments for Regents Diploma
Integrated Courses and Sample Course Titles
English 4
1 Discrete Course
Up to 3 Integrated or Specialized Course Options
English Language Arts Regents
Technical Journal Writing; Ethics in Emerging Technologies; Business Communications
Social Studies
Global History and Geography
US History and Government
2 Integrated or Specialized Course Options
US History Regents; Global Regents or substitute an additional Math or Science
Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society
Mathematics
Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics, Pre Calculus or AP/IB
1 Mathematics Regents
Precision Measurement; Differential Calculus for Electronics; HyperMath
Science
Select 1: Living Environment, Chemistry, Physics, or Earth Science
AP Biology
1 Science Regents
Material Science; HyperPhysics; Biometrics
Physical Education 2
Art/Music 1
Design Drawing and Production; Industrial Design; Prototyping
Health
0.5
LOTE
Additional Units of Credit
1.5
At least one other Life Science at Advanced Level
Total 22 35

36. CTE Pathway Example Leading Toward Postsecondary or Career
DRAFT
Course Requirements
Credits
Proposed CTE Pathway Courses and Required Assessments
Integrated Courses and Sample Course Titles
English 4
1 Discrete Course
3 Integrated Course Options
English Language Arts Regents
Technical Journal Writing; Ethics in Emerging Technologies; Business Communications
Social Studies
Global History and Geography
US History and Government
2 Integrated Course Options
US History Regents and Global Regents or substitute a CTE Technical or additional Math or Science
Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society
Mathematics 3
Algebra
Algebra Regents
Precision Measurement; Differential Calculus for Electronics; HyperMath
Science
1 Discrete Course (Earth Science or Living Environment)
Earth Science or LE Regents
Material Science; HyperPhysics; Biometrics
Physical Education 2
Art/Music 1
1 Discrete Course or
1 Integrated Course Options
Design Drawing and Production; Industrial Design; Prototyping
Health
0.5
0.5 Discrete Health Course or
0.5 in a Health Occupations Program
LOTE
Additional Units of Credit
3.5
3.5 Credits in CTE Technical Content Courses
Integrated Credits
Up to 10.5
Total 22 36