NC Department of Public
Instruction:
Future-Ready Core
NC Department of Public Instruction
Academic Services and Instructional Support
K-12 Curriculum and Instruction
Future-Ready Core:
Graduating Career and
College Ready
Future-Ready Core:
Rationale
• The guiding mission of the North Carolina State
Board of Education is that every public school
student will graduate from high school, globally
competitive for work and postsecondary
education and prepared for life in the 21st
century.
• If the level of expectation is not the same for all
students, then high school graduates will not be
given the foundation of academic and life skills
that they will need to succeed in college or a
career.
Future-Ready Core:
Course of Study
• All ninth graders entering high school in fall 2009
and later will participate in the Future-Ready Core
Course of Study.
• Two courses of study:
• Future-Ready Core
• Future-Ready Core Occupational Course of
Study (OCS)
• Different course and credit requirements depending
on when students first entered high school as a
ninth grader.
Future-Ready Core:
Course of Study
(students entering ninth grade in 2009-10 – 2011-12)
The Core (21 units)
- 4 credits of English
- 4 credits of Mathematics
- 3 credits of Social Studies
- 3 credits of Science
- 1 credit of Health/Physical Education
- 6 Elective Credits (required)
• 2 credits from CTE, Arts or World Languages
• 4 credit Concentration (recommended)
Future-Ready Core:
Course of Study
(students entering ninth grade in 2012-13 and later)
The Core (22 units)
- 4 credits of English
- 4 credits of Mathematics
- 4 credits of Social Studies
- 3 credits of Science
- 1 credit of Health/Physical Education
- 6 Elective Credits (required)
• 2 credits from CTE, Arts or World Languages
• 4 credit Concentration (recommended)
Concentration
(RECOMMENDS at least four credits in one area)
• Career and Technical Education (CTE)
• Arts Education (e.g. Dance, Music, Visual Arts,
Theater Arts)
• Junior Reserve Officers’ Training Corps
(JROTC)
• Any other subject area (Mathematics, Science,
Social Studies, English)
Future-Ready Core:
Math Sequence
Math I
Math II
Math III
Math IV
(aligned with student’s post high
school plans)
Algebra I
Geometry
- or - or Integrated Math Integrated
I
Math II
Algebra II
- or Integrated Math
III
AP Calculus (AB or BC)
-orPre-Calculus
-orDiscrete Math
-orAP Statistics
-orCC Math course
-orAligned with CTE pathway
Future-Ready Core Math Sequence*
1
2
Algebra I
+
3
Geometry
Eligible for
UNC System
Algebra II
+
Courses such as…
Statistics
4
+
or
1
2
Integrated
I
3
Integrated
II
+
+
Integrated
III
Pre-Calculus
4th Math
AP Calculus
Eligible for
comm. college
Courses such as…
In rare instances, students will be exempted from the Future-Ready Core math
sequence. In cases where parents, teachers, counselors, principals and the students
believe a different path is appropriate, the student will take the following sequence…
Upon Approval
Math
Substitution
1
Algebra I or
Integrated I
2
Algebra
II/Geometry
or Integrated
II
3
Drafting
Engineering
Accounting I
4
Applied
Applied
Math I
Math II
Future-Ready
Core
*N.C.G.S. §115C-81(b) will remain in effect for students with learning disabilities in mathematics that will
prevent those students from mastery Algebra I content. This student will be required to take 4 math
classes aligned with their goals and abilities.
Future-Ready Core:
Mathematics Substitution
• To graduate, students must take 4 math courses.
• All students must, at the minimum, pass: Algebra
I & Geometry OR Integrated Math I & Integrated
Math II OR Algebra I & Algebra II
• A school may determine (see suggested
decision-making process for math substitution)
that a student should take alternative math
courses based on evidence that the student is
demonstrating unusual difficulty in mastering
mathematics concepts.
Suggested Decision-Making Process
for Mathematics Substitution
1
Request is
made
2
Committee
convenes
3
Review
Multiple Data
Sources
4
Committee
Recommends
5
Decision by
Principal
• Principal makes
• A written request with
• The principal
• Committee meets and • Committee makes
the final decision
reasons is made to
convenes a schoolreviews multiple
recommendation
• All relevant parties
substitute mathematics
based committee to
sources of summative
aligned with
are informed
course credits to the
review the request
and formative
student needs and
• Schedule is
recommended Future
• Committee should
assessment data
post-secondary
changed to
Ready Core
meet at a time
• Committee reviews
plans
minimize any lost
mathematics courses
amenable to a
intervention strategies • Principal receives
instructional time
• Request is received by
parent/guardian’s
that have been in
the committee
•
Documentation of
the school counselor
schedule
place prior to the
recommendation
decision and
• Request may be made
substitution request
changes are noted
from a parent/guardian,
• Committee considers
school counselor,
student’s graduation
principal (or designee),
timeframe
or teacher
• If the request is made by
school personnel,
evidence of parent
A student’s parent/guardian should be fully informed
consent should be
present
and involved throughout the process
Mathematics Sequence Substitution
Possible Math Substitution Student Example
on block schedule:
1st semester
2nd semester
9th grade
Introduction to HS
math
Algebra I
10th grade
Bridge Course
Geometry, Algebra
II, or Integrated
Mathematics II
11th grade
Applied Math I
12th grade
Applied Math II
Future-Ready Core:
Graduation Requirements
• Successful completion of Future-Ready Core
course of study (21 or 22 credits depending on
when students first entered high school as a
ninth grader).
• Local requirements (districts/schools may
require additional courses and credits and/or a
graduation project or other assignment for
students to graduate).
Future-Ready Core:
School Personnel Role
• Collaborate with families and educators to ensure that
students who graduate are Future Ready.
• Ensure that all students complete a high school four-year
plan and that the plan is revisited annually.
• Provide professional development, communications, and
multiple opportunities to inform, educate and allow
students to graduate.
• Ensure that any exceptions will still allow a student to
graduate.
• Ensure that all program components are aligned to
support students’ success (NC WISE, course availability,
professional development, etc.)
Contact Information
Dr. Maria Pitre-Martin
K-12 Curriculum and Instruction, NCDPI
919.807.3817
Maria.PitreMartin@dpi.nc.gov
Dr. Elissa Brown
Academic Services and Instructional Support, NCDPI
919.807.3987
Elissa.Brown@dpi.nc.gov
www.ncpublicschools.org/gradrequirements