1 / 36

Current Graduation Requirements in NYS

Current Graduation Requirements in NYS. Current NYS Requirements. DRAFT. 2. Cohort Graduates Under Current NYS Requirements. DRAFT. 3. Current Graduation Requirements. DRAFT. 4. Local Diploma Raising the Level of Rigor. DRAFT.

renardo-brophy
Download Presentation

Current Graduation Requirements in NYS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Current Graduation Requirements in NYS

  2. Current NYS Requirements DRAFT 2

  3. Cohort Graduates Under Current NYS Requirements DRAFT 3

  4. Current Graduation Requirements DRAFT 4

  5. 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 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

  6. Current Credential Types DRAFT 6

  7. Current Credential Types DRAFT 7

  8. Current Credential Types DRAFT 8

  9. Current Credential Types DRAFT 9

  10. Outcomes Under the Current Model

  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 Calculated College and Career Ready* Graduation under Current Requirements *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

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

  13. 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 13

  14. College GraduatesAre 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. 2011. 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. MINIMUM Graduation Course Requirements in Mathematics for PARCC Consortium Members DRAFT 16

  17. MINIMUM Graduation Course Requirements in English Language Arts for PARCC Consortium Members DRAFT 17

  18. Career and Technical EducationCurrent Standards, Content and Policies

  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. 19

  20. CTE Content Areas 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 20

  21. Career Clusters DRAFT 21

  22. CTE Program Approval ProcessBased on the Board of Regents Nationally Recognized Plan DRAFT 22

  23. CTE Program Approval ProcessBased 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 23

  24. Access to CTE 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 24

  25. 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 25

  26. 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 26

  27. Current CTE Resources 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 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

  31. Multiple Pathways: Key IssuesTo 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 32

  33. STEM Pathway ExampleEngineering Concentration DRAFT 33

  34. STEM Pathway ExamplePhysics Concentration DRAFT 34

  35. STEM Pathway ExampleLife Science Concentration DRAFT 35

  36. CTE Pathway ExampleLeading Toward Postsecondary or Career DRAFT 36

More Related