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Graduation Requirements in New York State

Graduation Requirements in New York State. Current NYS Requirements. DRAFT. 2. Cohort Graduates Under Current NYS Requirements. DRAFT. 3. College Remediation Rates Is the Current Model Meeting Our Expectations?. DRAFT.

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Graduation Requirements in New York State

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  1. Graduation Requirements in New York State

  2. Current NYS Requirements DRAFT 2

  3. Cohort Graduates Under Current NYS Requirements DRAFT 3

  4. College Remediation RatesIs 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 4

  5. Current Credential Types DRAFT 5

  6. Local DiplomaRaising 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 62-64 on the assessments for which they seek an appeal ²Students with a disability 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 5

  7. Current Credential Types DRAFT 7

  8. Current Credential Types DRAFT 8

  9. Current Credential Types DRAFT 9

  10. Possible Credential Type DRAFT 10

  11. Possible Change in Course Requirements DRAFT 11

  12. CTE Assessment ReviewThe 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 PARCC 12

  13. CTE Content Advisory PanelRecommendations 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 PARCC 13

  14. 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

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