¶¶Òõapp

c. Units of study in grades 7 and 8.

1. Except as otherwise provided herein, all students shall be provided instruction designed to enable them to achieve, by the end of grade 8, ¶¶Òõapp intermediate learning standards through:

i. English language arts, two units of study;
ii. social studies, two units of study;
iii. science, two units of study;
iv. mathematics, two units of study;
v. technology education, one unit of study; provided that for the 2018-2019 school year and thereafter, this unit of study requirement shall be replaced by that described in subparagraph (xii) of this subdivision;
vi. home and career skills, three quarters of a unit of study; provided that for the 2018-2019 school year and thereafter, this unit of study requirement shall be replaced by that described in subparagraph (xii) of this subdivision;
vii. physical education, as required by section 135.4(c)(2)(ii) of this Title;
viii. health education, one half unit of study, as required by section 135.3(c) of this Title;
ix. the arts, including one half unit of study in the visual arts, and one half unit of study in music;
x. library and information skills, the equivalent of one period per week in grades 7 and 8 ;
xi. languages other than English pursuant to section 100.2 (d) of this Part;
xii. career development and occupational studies; and
xiii. for students in schools that have vacancies in teacher positions for the courses described in subparagraphs (v) and (vi) of this subdivision during the 2017-2018 school year, and for all students in the 2018-2019 school year and thereafter, career and technical education (i.e., technology education, family and consumer sciences, trade and technical subjects, business, agriculture, and/or health sciences), for a total of one and three fourths units of study.

2. The requirements for technology education, home and career skills, career and technical education and library and information skills may be met by the integration of the ¶¶Òõapp learning standards of such subjects into other courses in accordance with the following criteria:

i. In public schools, the unit of study requirements specified in subparagraphs (1)(v), (vi), (xii) and (xiii) of this subdivision are met.
ii. In public schools, the subjects of technology education and home and career skills and any other career and technical education shall be taught by persons certified to teach those subjects.
iii. In public schools, library and information skills shall be taught by library media specialists and classroom teachers to ensure coordination and integration of library instruction with classroom instruction.
iv. In nonpublic schools, the unit of study requirements specified in subparagraphs (1)(v), (vi), (xii) and (xiii) of this subdivision may be met, or their equivalents may be met, bythe incorporation of the ¶¶Òõapp learning standards of such subjects into the syllabi for other courses and/or by appropriate results on examinations which demonstrate student mastery of the learning standards of such subjects. The chief administrative officer of a nonpublic school shall document the manner in which such nonpublic school has implemented the provisions of this subparagraph. Such documentation shall be in writing and available for review upon request by the commissioner.

3. The unit of study requirements for technology education, home and career skills, and any other career and technical education included in paragraph (1) of this subdivision may be initiated in grade 5, provided that in public schools such subjects shall be taught by teachers appropriately certified in career and technical education.

Learn more about Middle Level CTE

Commissioners Regulations 100.5 (b)(7)(iv)(j)

iv. Earning a Regents diploma.ÌýStudents first entering grade nine in September 2001 and thereafter shall meet the commencement-level New ¶¶Òõapp ¶¶Òõapp learning standards by successfully completing 22 units of credit and five New ¶¶Òõapp ¶¶Òõapp assessments distributed as specified in clauses (a) through (k) of this subparagraph. After passing the required New ¶¶Òõapp ¶¶Òõapp assessment or approved alternative in mathematics, science, and English language arts, the remaining units of credit required in that discipline may be in specialized courses. A specialized course is a course that meets the requirements of a unit of credit as defined in section 100.1(a) of this Part and the New ¶¶Òõapp ¶¶Òõapp commencement-level learning standards as established by the commissioner. A specialized course develops the subject in greater depth and/or breadth and/or may be interdisciplinary. Successful completion of one unit of study in an interdisciplinary specialized course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. In a public high school, an interdisciplinary specialized course shall be taught by a teacher certified in at least one of the subjects.

a. English, four units of credit and the Regents comprehensive examination in English or an approved alternative pursuant to section 100.2(f) of this Part.
b. Social studies,

1. four units of credit including:

i. for students just entering grade nine in September 2001 or thereafter but prior to September 2016:

A. one unit of credit in American history; and
B. half unit of credit in Econimics and a half unit of participation in government; or
C. the equivalent of subitems (A) and/or (B) of this item, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school; or

ii. for students first entering grade nine in September 2016 and thereafter:

A. one unit of credit in American history;
B. two units of credit in global history and geography; and
C. a half unit of credit in economics and a half unit of credit in participation in government; or
D. the equivalent of subitems (A), (B) and/or (C) of this item, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school; and

2. the assessments as required by subparagraph (a)(5)(i) of this section.

c. Mathematics, three units of credit and a commencement level Regents examination in mathematics designated by the commissioner or an approved alternative pursuant to section 100.2(f) of this Part.
d. Science, three units of credit and one of the Regents examinations in science or an approved alternative pursuant to section 100.2(f) of this Part. In order to qualify to take a Regents examination in any of the sciences a student must complete 1,200 minutes of actual hands-on (not simulated) laboratory experience with satisfactory documented laboratory reports, provided that, for students who attend educational programs administered pursuant to Education Law section 112 and Part 116 or 118 of this Title, the 1,200 minutes of laboratory experience may be met through a combination of hands-on and simulated laboratory experience. The 1,200 minutes of laboratory experience must be in addition to the required classroom instruction associated with earning a unit of credit.
e. The Arts (including visual arts, music, dance and theatre), one unit of credit, which may be a specialized course that meets the arts standards at the commencement level as established by the commissioner. Any arts course for which credit will be awarded to meet the one unit of credit requirement for graduation must be taught by a certified teacher and must follow a ¶¶Òõapp-developed or ¶¶Òõapp-adopted syllabus or a locally-developed or locally-adopted syllabus approved by the commissioner.
f. Health, one-half unit of credit which may be a specialized course which meets the health standards at the commencement level as established by the commissioner. Any health course for which credit will be awarded to meet the one-half unit of credit requirement for graduation must be taught by a certified teacher and must follow a ¶¶Òõapp-developed or ¶¶Òõapp-adopted syllabus or a locally-developed or locally-adopted syllabus approved by the commissioner.
g. Languages other than English, one unit of commencement-level credit. A student identified as having a disability which adversely affects the ability to learn a language may be excused from the language other than English requirement set forth in this subparagraph if such student's individualized education program indicates that such requirement is not appropriate to the student's special education needs. Such a student need not have a sequence in a language other than English but must meet the requirements for the total number of credits required for a diploma.
h. Physical Education, two units of credit, except that a student who has completed the diploma requirements in fewer than eight semesters shall not be required to continue enrollment in high school for the sole purpose of completing the physical education requirements.
i. Additional units in English language arts, mathematics, social studies, science, the arts, languages other than English, career and technical education, or any other subject area approved by the commissioner to a total of 22 units of credit.
j. The ¶¶Òõapp learning standards in technologyÌýmay be met either through a course in technology education or through an integrated course combining technology with mathematics and/or science. A commencement-level course in technology education may be used as the third unit of credit in science or mathematics but not both.
k. The learning standards for parentingÌýmay be met either through a separate course in parenting or through integration in a course in health or family and consumer sciences.

Ìý

Using Technology Education Courses as the Third Unit of Math or Science under the Revised Graduation Requirements

(Starting with ninth graders in 2001)

Criteria and Recommendations

In March of 1998, a committee comprised of math, science and technology stakeholders met with ¶¶Òõapp Education Department personnel to discuss criteria for a course that could be used in the third unit of math or science under the revised graduation requirements. The criteria focuses on the integrative nature of the three disciplines and identifies unique elements to form the basis for a course in this option. This option was incorporated into regulation.

Commissioners Regulations 100.5 (b)(7)(iv)(j)

The ¶¶Òõapp learning standards in technology may be met either through a course in technology education or through an integrated course combining technology with mathematics and/or science. A commencement level course in technology education may be used as the third unit of credit in science or mathematics but not both.

Criteria for Using a Technology Education Course in this Option

• Addresses one or more of the key ideas from Standard #5 (Engineering Design; Tools, Resources, and Technological Processes; Computer Technology; Technological Systems; History and Evolution of Technology; Impacts of Technology; Management of Technology.
• Curriculum must be based on the high school (commencement) level of the MST learning standards adopted by the Board of Regents.
• Courses that deal with specific skill development focused towards employment or are computer centered are not recommended. Courses that use computers as tools for increased productivity or knowledge building would be acceptable.
• The instructor must be certified in the subject; and instructional time must equal at least three hours per week for a year (or the equivalent) for a one-year course.
  • Instructional Considerations
    • Hands-on problem-based activities
    • Uses system approach requiring data analysis, mathematical modeling and applies scientific principles and laws of nature.
    • Instructional strategies should include design and problem solving, case studies, experimentation, extended tasks.
• Courses should extend in depth and/ or breadth the students understanding required for the math and/or science ¶¶Òõapp assessments.
• Assessment is based on performance with schools maintaining records of student work completed in the course. Students would be required to pass course and locally administered examinations in order to demonstrate achievement of the ¶¶Òõapp standards.
• Courses that meet the criteria should be approved by the local board of education. They do not require a variance from the Education Department. The Education Department will develop a list of examples of courses used by districts that meet the criteria but will not recommend specific courses to be taught. Examples of existing courses that meet the criteria are:
  • Principles of Engineering: A MST Approach to Technology Education is a course developed around the ¶¶Òõapp standards for Math, Science, and Technology, which could be used. Using a case study approach students are posed open-ended engineering problems that cover a wide range of content. Major concepts are introduced at the beginning of the course and reinforced through the case studies. (¶¶Òõapp-developed syllabus)
  • World of Technology: This course is designed to provide students with a commencement level introduction to technology. Learning experiences designed for the course emphasize problem solving and critical thinking utilizing acquired math and science skills in a technology context and real world application. (NYSTEA developed course)
• For many existing technology education courses, usability would depend on the level of math and science it includes.

For example, a course such as Residential Structures places emphasis on building processes and techniques involved in this specific construction area. Adapting this course would require:

• Increased emphasis on underlying math and science principles appropriate to this technology area
• Less emphasis on construction skills
• Increased focus on geometry, material science and environmental impacts
• More emphasis on transferable skill development
• Experiences that build on the students previous knowledge in math and science

Integrated MST Course in this Option

Integrated courses are identified for this option as courses that take unique aspects or content from math, science and technology areas and provide a context (MST course) for students to do in depth investigations. For mathematics this would incorporate mathematical analysis and reasoning. Science would require scientific inquiry be practiced. For technology education these unique aspects are defined as designing, constructing, using, and evaluating products and services to satisfy human and environmental needs. In an ideal situation this methodology requires a district to provide increased time and facilitate a team teaching approach to gain full value for students. Teachers should be certified in one or more of the areas. MST integration is more then a logistical arrangement of time and personnel. It involves a commitment to professional development and forms of assessment not currently practiced statewide. The ¶¶Òõapp is continuing to research the performance assessment aspects of these integrated courses to help school districts document student understanding of the process and performance aspects of the MST Learning Standards.

Commissioner's Regulations 100.5 (d)(6)

6. Career and technical education program option.

i. Definitions. For purposes of this paragraph:

a. An integrated career and technical education course shall mean a course that combines career and technical education and academic commencement level learning standards and may be jointly developed and taught by an academic subject teacher and/or a career and technical education teacher. Successful completion of one unit of study in an integrated career and technical education course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. For students who have not successfully completed the Regents examination(s) in the academic subject areas, the course(s) must be taught by a teacher certified in that subject.
b. A technical assessment is an industry-developed assessment consisting of written examination(s), student project(s) and student demonstration(s) of technical skills to measure proficiency in a specific technical field through the application of national standards in such technical field. If no assessment exists in a particular technical field, a school district and/or board of cooperative educational services may form a consortium to solicit local, regional or national businesses or related professional organizations to create an assessment.

ii. Students who first enter grade nine in the 2001-2002 school year or thereafter may meet the commencement level New ¶¶Òõapp ¶¶Òõapp learning standards and earn either a Regents diploma or a Regents diploma with advanced designation, or such diploma with a technical endorsement, by completing an approved career and technical education program pursuant to the requirements of this subparagraph.

a. In order to be eligible to receive a Regents diploma or Regents diploma with advanced designation, students shall successfully complete:

1. five assessments as described in paragraph (a)(5) of this section; and
2. 22 units of credit pursuant to paragraph (a)(3) of this section, provided that two units each of required credit in English, science, and mathematics, and the combined unit of economics and government and up to one additional credit in social studies, may be fulfilled through:

i. specialized courses as defined in subparagraph (b)(7)(iv) of this section;
ii. integrated career and technical education courses; or
iii. a combination of specialized and integrated career and technical education courses.

b. In order to be eligible to receive such diploma with a technical endorsement, students participating in an approved program shall successfully complete:

1. the requirements set forth in clause (a) of this subparagraph; and
2. a technical assessment.

iii. Beginning with the 2001-2002 school year and thereafter, students who first entered grade nine in the 2000-2001 school year or before and who have not yet received a Regents diploma, Regents diploma with advanced designation, or local diploma may earn such diploma, or such diploma with a technical endorsement, pursuant to the requirements of this subparagraph.

a. In order to be eligible to receive a Regents diploma, Regents diploma with advanced designation or local diploma, students participating in an approved career and technical education program shall successfully complete the required units of credit pursuant to paragraph (a)(1) or (2) of this section, as applicable, provided that two units each of required credit in English, science, and mathematics, and the combined unit of economics and government and up to one additional credit in social studies, may be fulfilled through:

1. specialized courses as defined in subparagraph (b)(7)(iv) of this section;
2. integrated career and technical education courses; or
3. a combination of specialized and integrated career and technical education courses

b. In order to be eligible to receive such diploma with a technical endorsement, students participating in an approved program must successfully complete:

1. the requirements set forth in clause (a) of this subparagraph; and
2. a technical assessment.

Learn more aboutÌýCTE Program ApprovalÌýand/or learn more about Multiple Pathways to Graduation