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, financial literacy, 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 Financial Literacy 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)

To expand access to a broader range of pathway programs and student opportunities, the Office of Student Pathways is working to onboard all CRMYA schools into FutureReadyNYC by the 2026-27 school year. This process includes intentionally aligning CRMYA within the broader FRNYC framework to ensure coherence and impact. Schools will have access to support through consultations with OSP staff and coaches, office hours, and targeted professional learning to guide this integration:

  • Career Connected Instruction: The CRMYA coursework ,Career Exploration, satisfies the FRNYC universal career exploration  requirement in 9th grade.
  • Work-Based Learning: Students who secure apprenticeships through the CRMYA automatically fulfill the WBL requirement for FRNYC.
  • Financial Literacy: The CRMYA coursework, Career Development, has been approved by NYSED to satisfy the Career and Financial Management requirement for CTE students and will satisfy the FRNYC financial literacy requirement as well.  
      • If your school applied to and was accepted into Cohort 3 of the Next Gen Personal Finance Grant, you are expected to offer a stand alone one semester personal finance course for at least one cohort of students.
  • Schools that are both CRMYA and FRNYC will need to complete planning across both initiatives for both implementation and budgeting.  These plans will be captured in the hybrid implementation plans and budgets and are a required component of participating in both initiatives.
  • Schools that are in both CRMYA and FRNYC are expected to participate in professional learning, including quarterly Communities of Practice, a Summer Institute, and pathway-specific training and professional learning.

Integrating CRMYA with FRNYC

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 Tech 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 2025–26 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, financial literacy, 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.