The Health Department’s training programs include a 10-12 week, full-time summer course, and a part-time course during the academic year. Participants gain experience in planning, research, administration, and evaluation. For more information about the Health and Research Training Program, call 311 or email hrtp@health.nyc.gov.
NY State law also sets health education requirements for all students in grades K-12. They determine: the amount of time per semester students must have Health Education the number of HIV/AIDS lessons students must have per year
To assist schools with providing health education, NYC DOE provides research-based, recommended curricula for the elementary, middle and high school levels, and offers teachers free training throughout the year.
This policy outlines the NYC DOE’s approach to ensuring schools can provide students with physical and health education instruction, as well as environments and opportunities that allow all students to practice healthy behaviors throughout the school day with minimal commercial distractions.
Fifth grade students learn about nutrition and physical activity and how health-enhancing behaviors positively affect their body. They will also learn about decision-making, goal-setting, and how to access valid health information.
Designed specifically for seventh grade students, this fun and engaging course teaches the importance of proper nutrition, how to read Nutrition Facts labels, physical activity, including the different types and levels, sleep, and other healthy habits such as maintaining a healthy mind and positive body image.
Minimum Credit Requirements All students must earn 44 total credits across specific subject areas in order to graduate. Subject-area requirements vary by the type of diploma and may also vary if a student earns an endorsement.
Health education is a social science that draws from the biological, environmental, psychological, physical and medical sciences to promote health and prevent disease, disability and premature death through education-driven voluntary behavior change activities.
This highly engaging course, designed for eighth grade students, expands on the concepts of proper nutrition, physical activity, sleep, and some common mental health concerns teens their age may face, along with what to do if they think a friend may be struggling with a mental health challenge.
The Health class curriculum is based upon the California State Health Framework, with a focus on human body systems. Students study basic biological science, then the body systems specific to health issues of young adults. Parents receive letters regarding lessons on the human reproductive system.
To graduate early, you'll need to take more credits during the school year and/or enroll in classes over the summer. It's important to keep your grades from suffering, so try to spread out your course load as much as possible, with night classes and summer courses.
120 creditsYou usually need 60 credits to graduate college with an associate degree and 120 credits to graduate with a bachelor's degree. The number of credits you need to earn a master's degree can vary depending on your program.
Freshmen: 0 to 5.5 credits earned. Sophomore: 6.0 to 11.5 credits earned. Junior: 12.0 to 17.5 credits earned. Senior: 18.0 or more credits earned.
Three types of health education [1980] Abstract: Types of health education in Britain may be categorized as personal physical health and maintenance, the use of health care resources, and the importance of the environment to public health.
Health education involves voluntary changes in behavior through awareness, knowledge, skills, beliefs, attitudes, and values, whereas health promotion utilizes approaches that compel individuals to change their behaviors.
As previously stated, health education promotes a healthy lifestyle and raises awareness about the importance of health. This can be done when professionals take part in educating people on what they can do to have a healthier life. Health education doesn't just happen in schools.
Students must achieve a score of 65 or higher on these five exams to earn a Regents diploma.
Students must score 65 or higher on the following nine exams to earn an advanced Regents diploma.
All students can earn a Regents or advanced Regents diploma. Some students also have the option to earn a third type of diploma called the local diploma. This option allows certain students to graduate with lower exam scores. Some students with severe disabilities can earn the Skills and Achievement credential instead of a diploma.
All students can earn the CDOS commencement credential which is not a diploma. This credential recognizes students' preparation for entry-level work. It may be awarded as a sole exiting credential, earned as an endorsement to a diploma, or used to fulfill the fifth exam option.
New York State and New York City changed some policies related to the completion of graduation requirements in response to the COVID-19 pandemic.
New York State sets graduation requirements. Some requirements are different based on the year a student started high school. These requirements are described on different graduation requirements cards
The diploma requirements worksheet is a printable resource that you can use with your school to track student progress toward graduation. You can use this worksheet as a tool to compare the information on your student’s transcript with the graduation requirements on this page.
Open to: All teachers. Opportunity at a Glance: A+ Course Credits is a credit designation that was developed in 2019. Created in partnership between the DOe and the United Federation of Teachers (UFT). A+ credits are approved by a committee of UFT and DOE representatives, and are aligned with DOE educational priorities to promote teachers’ ...
A+ credits are approved by a committee of UFT and DOE representatives, and are aligned with DOE educational priorities to promote teachers’ development of skills, knowledge, and methods aligned to the needs of the school system and students. Beginning in the fall 2019 semester, all ASPDP courses were approved for A+ credit.
Mandatory matriculation into a degree bearing program after completion of 60 credits. Proof of matriculation will be required.
Substitute Paraprofessionals are no longer be eligible to participate in the CTP Program. A maximum of 120 credits will be paid on behalf of the Paraprofessional, towards the completion of a Bachelor's degree program (exceptions will be reviewed on a case by case basis)
The Career Training Program (CTP) offers support to eligible Paraprofessionals who are interested in pursuing a career as a teacher and matriculated in a graduate education program through a reimbursement program.
The NYCDOE will NOT pay for "F" grades or late withdrawals or unofficial withdrawals. FINANCIAL AID: For paraprofessionals who benefit from the Federal Pell Grant or the New York State Tuition Assistance Program (TAP) grant, financial aid will be used to cover any tuition related expenses.
New York City Department of Education (NYC DOE) is committed to working with schools, families, and the community to ensure that all students graduate knowing how to take care of their minds, their bodies, and those around them. For students to have the opportunity to achieve personal, academic, developmental, and social success, they need positive, supportive, and health-promoting learning environments at every level, in every setting, throughout the school year.
NYC DOE requires that sexual health education be included in the comprehensive health education course, and strongly recommends providing health education in 9th or 10th grade. Parents may opt their child out of certain sexual health lessons having to do with methods of prevention.
The NYC DOE will also inform parents of changes made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Smart Snacks in School nutrition standards. The NYC DOE will use electronic mechanisms, such as email or notices displayed on the NYC DOE website, to ensure that all families are actively notified of the content of, implementation of, and updates to the wellness policy, as well as how to get involved and support the policy. The NYC DOE will also use these mechanisms to inform the community about the availability of the annual and triennial reports. The NYC DOE will ensure that communications are culturally and linguistically appropriate to the community and accomplished through means similar to other ways that the district and individual schools communicate other important school information to parents.
A School Wellness Council acts as an advisory team to the School Leadership Team and the principal in order to review and support implementation of Citywide wellness policies; assess the wellness of the school environment using the School Wellness Scorecard on the School Wellness Portal#N#link off#N#(Open external link)#N#; and create and implement action plans as a part of school-wide wellness initiatives (e.g., physical activity programs, healthy fundraisers#N#link off#N#(Open external link)#N#, non-food celebrations#N#link off#N#(Open external link)#N#and rewards) and/or to support instructional goals in Comprehensive Education Plans. School Wellness Councils should communicate wellness-related policies annually so that all staff, parents, and students are aware of and follow policy guidelines. Final responsibility for School Wellness Council governance and policy implementation rests with the principal.
This Citywide Wellness Policy brings together content and service areas recommended in the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child (WSCC) model#N#link off#N#(Open external link)#N#, an expansion and update of the Coordinated School Health (CSH) approach. The Office of School Wellness Programs in the NYC DOE’s Division of Operations drafted the policy in collaboration with other programs, initiatives, offices, and agencies, with the goal of ensuring that schools and the community have a more cohesive policy that clearly defines federal, State, and local mandates and recommendations associated with each area.
The Office of School Wellness Programs will provide schools with guidance, resources, and programs to support physical and health education, physical activity, and overall school wellness initiatives, including the development of school-based action plans and School Wellness Councils.
School Wellness Councils should communicate wellness-related policies annually so that all staff, parents, and students are aware of and follow policy guidelines. Final responsibility for School Wellness Council governance and policy implementation rests with the principal.