FRNYC schools may already be enrolled, or are considering enrolling, in other NYCPS programs, such as CTE, CRMYA, and/or CS4All. Below you will find details on how FRNYC connects with these other programs.

The goal is to ensure these efforts are not siloed, but aligned and integrated to deliver a comprehensive and equitable student support system—one that weaves together quality career-connected instruction, work-based learning, personalized advising, personal finance, and early college credits and credentials for all students.

Career and Technical Education

FRNYC programs may go on to develop a 7+ credit CTE program of study and may seek NYSED approval in the future. In order to launch this process for your FRNYC program:

  • The principal should submit a request indicating that they would like to pursue adding NYSED-approval as a CTE program to their FRNYC toolbox (NYSED-approval as a CTE program is required for a student to earn the CTE Technical Endorsement on their diploma). Schools may submit an “Interest to Apply for NYSED CTE Approval" Form to initiate the process and seek guidance from the Career and Technical Education and Postsecondary Partnership team at the Office of Student Pathways.
  • Pursuant to submitting that form, we will engage with the school to review their request and determine if all requirements have been met. If those requirements have been met, the program will receive support from the CTE and Postsecondary Partnership Team toward preparation toward earning NYSED Initial Approval. The requirements are that school:
    • must be implementing FRNYC at Full Implementation.
    • must be maintaining a 80% or higher average of KIMs completion.
    • will continue to implement FRNYC expectations across all 5 core components and will consistently maintain FRNYC designation. 
  • Continued engagement in FRNYC and meeting related expectations with that programming are necessary components of receiving continued support with pursuing your NYSED approval process with CTE and Postsecondary Partnership team support.

A few considerations:

  • FRNYC coursework is already crosswalked with NYSED Career Development and Occupational Studies (CDOS), NYS Next Generation Learning Standards and The Common Career Technical Core (CCTC). Such crosswalking is a required component in the development of a 7+ credit NYSED approvable CTE program of study
  • The FRNYC Personal Finance Component may count towards the Career and Financial Management requirement for CTE programs of study, so long as this component is delivered by a CTE-certified instructor 
  • With some modifications, the FRNYC Credential of Value may count as the Technical Assessment requirement for NYSED CTE Endorsement 
  • By State law, an appropriately licensed CTE instructor must deliver CTE instruction. See here for more information related to teacher certification 
  • See here for additional considerations for FRNYC schools planning to develop a 7+ credit CTE program of study and seeking NYSED Approval. 

For additional information, including for schools with FRNYC and CTE programs that have already been approved, please reach out to Adam Breier, Deputy Executive Director of CTE.

Career Readiness & Modern Youth Apprenticeship (CRMYA)

What is a Modern Youth Apprenticeship? 

An apprenticeship is a 3-year experience that prepares a NYC Public School student for a specific occupation.  Traditional apprenticeships are typically in the skilled trades while modern apprenticeships are focused in expanded industries like technology, business, education and finance.  Apprentices can be employed in the for profit, government or non-profit sectors.  Each occupational title has a set of related competencies of which an apprentice works to achieve mastery.

How is an Apprenticeship Different from an Internship?

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NYS Department of Labor (NYSDOL) Registered Apprenticeship Program (RAP)

The large majority of CRMYA apprenticeships are registered with NYS Department of Labor (NYSDOL).  This means that these apprenticeships are competency-based experiences that provide young people with up to 3 years of work experience necessary to master a set of aligned competencies for that occupational title.  Apprentices master these skills through on the job training and related training and instruction.  A RAP is deemed successfully completed by NYSDOL when the apprentice earns the aligned industry recognized credential for their occupational title. 

Career Readiness & Modern Youth Apprenticeship (CRMYA) 

CRMYA launched alongside FRNYC in June 2022 with the intention to broaden access to career connected learning to students across NYC Public Schools.  While FRNYC was designed to scale to more schools every year, CRMYA was designed as a pilot from which we can learn and innovate.  For this reason, OSP does not add new schools to CRMYA on an annual basis and for SY 26-27 no new CRMYA will be added.  Additionally, every year the alignment between FRNYC and CRMYA is more intentional.  All schools participating in CRMYA are expected to also participate in FRNYC.  Offboarding from FRNYC will also result in offboarding from CRMYA.   

CRMYA is the marriage of career readiness coursework and apprenticeships.  There is a prescribed course sequence that all CRMYA participating schools must adhere to in order to prepare students for apprenticeship experiences. See table below.  NYCPS students participating in CRMYA apprenticeships will attend classes at school Monday through Thursday until 12:00 and then travel to their worksite where they will work from 1:00 to 5:00.  On Fridays, apprentices are in the school building all day and do not work.  Apprenticeships can be credited if schools choose to offer companion coursework that is required to accompany any off-site learning experience, as per NYC Public Schools Office of Academic Policy guidance. 

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*Pathways Matching curriculum is being updated and will be shared in time for Spring semester.] 

Alignment with FutureReady NYC (FRNYC)

For SY 26-27 over 90% of schools participating in CRMYA are also FRNYC schools. This intentional push to provide FRNYC coursework at schools offering apprenticeship experiences speaks to the strong belief that the five FRNYC pillars prepare students well to be competitive applicants and successful apprentices.  

  • CCI: The pathway aligned coursework in 9th- 11th grades provide students with foundational knowledge that employers need wage earning apprentices to have before starting work. 

  • ECC: The level of rigor required of a dual credited course prepares youth apprentices for the more intense expectations in a workplace setting. 

  • Personal Finance: Engaging in personal finance coursework prior to beginning an apprenticeship experience equips a young person with an understanding of how to manage their money, invest, save and spend wisely.  

  • Individualized Advising: Individualized advising is critical for a student to be able to make the intentional connection between what they are learning in an FRNYC class and applying for, and succeeding at, a pathway aligned apprenticeship.  See more below.  

  • WBL:  Early exposure to unpaid work-based learning experiences through shadowing, Career Discovery Week and guest speakers helps students better understand their interests and how they align with their career aspirations.  Paid internships in later years introduce students to different workplace settings and cultures and help them make more informed decisions about where they would like to work as an apprentice, when the time comes. 

Integrating CRMYA with FRNYC

Pathway to Success

Integrating FRNYC and CRMYA

Computer Science Education

The Computer Science Education Team (CSE) will work closely with FRNYC schools launching technology pathways in Data Science and Software Development to support Career-Connected Instruction (CCI). Teachers from schools implementing these pathways will have the opportunity to participate in optional year-long PL provided by the Computer Science Education team focusing on curriculum options for courses 1 and 2 of the pathway course sequence.

Schools launching Cybersecurity pathways will be invited to participate in intro level computer science training through CSE. CSE will support the first course in the sequence, Introduction to Computer Science, but the remaining courses and credentials will be supported by the central FRNYC team in partnership with an outside vendor like CompTIA.

All FRNYC Technology Pathways teachers will be invited to optional CSE organized Communities of Practice focusing on additional computer science and emerging tech topics as well as pedagogy-focused sessions to support classroom implementation.

Note: CTE certified instructors must now also possess the CS SOCE or CS All grades cert to provide FRNYC instruction in the Technology pathway in addition to their CTE certification. Effective 9/1/24.

FutureReadyNYC: Integrating NYC Reads and NYC Solves to Accelerate Student Success

As we launch the 2026–27 school year, FutureReadyNYC (FRNYC) stands alongside NYC Reads and NYC Solves as a central pillar of our district’s equity and readiness strategy. These three initiatives share a common purpose: to ensure every student—especially those furthest from opportunity—graduates with strong literacy and numeracy skills, a clear postsecondary plan, and access to real economic opportunity.

FutureReadyNYC pathways are built on math- and literacy-intensive sectors like healthcare, technology, and business. That means academic recovery and acceleration—especially in Grades 9 and 10—is foundational to success in career-connected learning. High-impact practices from NYC Reads and NYC Solves (such as Strategic Reading Periods and supplemental math blocks) are key levers to support student readiness and close learning gaps before 11th grade.

Math: Make Time to Succeed

Why this matters:
Algebra 1 is a proven gateway to postsecondary success—but many students enter high school with math skills several grade levels behind. NYC Solves math curricula are rigorous and engaging, but they often require more time than a standard class period allows.

District Recommendation:
 Provide at least 2 supplemental math periods per week—and up to 10 total periods for students with significant learning gaps.

Supplemental math time enables schools to:

  • Finish full lessons without rushing
  • Build fluency through strategic practice
  • Deliver targeted intervention for students below grade level

Implementation Tip: Use data to tailor your approach

  • 5%+ of students need support → Extend math time for all
  • <25% need support → Target small-group interventions
  • 25–75% need support → Mix of whole-class extension and targeted support

Scheduling Options

  • Extended blocks: Add time directly after core math
  • Split blocks: Schedule support elsewhere in the day

Reading: Build a Schoolwide Reading Culture

Why this matters:
Strong readers are strong learners. To boost reading outcomes, every high school should implement consistent, designated time for reading intervention, support and enrichment. 

District Recommendation:
 Program consistent, designated time for reading intervention, support, and enrichment, 4+ days/week, especially for students reading below grade level. Use multiple measures (screeners, diagnostics, curriculum-based assessments) to group and target supports.

Intervention Scheduling Models:

Putting It All Together: Math, Reading, and FutureReadyNYC

To close foundational skill gaps and unlock career-connected learning, schools should aim to provide:

  • 7–10 periods/week of math support
  • 4–5 periods/week of reading support
  • FutureReadyNYC periods for career development, personal finance, career-connected instruction, and other postsecondary readiness experiences

That’s up to 16–20+ instructional periods per week focused on core skills and postsecondary readiness for students who need them most.

We recognize that no school has unlimited time, staff, or space. A helpful planning approach is to begin by mapping out the full set of recommended instructional periods—math, reading, and FutureReadyNYC—and determining how many 9th and 10th grade students need to be programmed for each. From there, schools can work backward from the ideal—where every student receives the right supports—and make informed, values-aligned tradeoffs based on available resources like staffing, schedule, and space. The goal is a coherent school model grounded in equity, aligned to district priorities, and responsive to the needs of your students and community.