Homeschooling in New York (NY): Requirements, Law & Standards

NY ·

Substantial equivalent of 180 days of instruction per school year; cumulative hours of 900 hours/year for grades 1-6 and 990 hours/year for grades 7-12.

New York is one of the most highly regulated homeschool states. Home instruction is governed by 8 NYCRR Part 100.10. Parents file an annual notice of intent by July 1, submit an IHIP for district review, teach the listed required subjects for ~180 days (900 hrs grades 1-6; 990 hrs grades 7-12), file four quarterly reports, and submit an annual assessment. Annual assessment: grades 1-3 may use a parent written narrative every year; grades 4-8 must use a norm-referenced standardized test, but a narrative may substitute no more often than every other year; grades 9-12 must use a norm-referenced standardized test every year. Test scores must be at or above the 33rd percentile or show at least one academic year of growth; failing scores place the program on probation.

Parent must submit a written notice of intent to home-instruct to the local school district superintendent. Annual notice is due by July 1 each year (or within 14 days of starting instruction if beginning mid-year / moving into a district). The district then sends a copy of Section 100.10 and an IHIP form, which the parent must complete and return within 4 weeks. The IHIP must list each required subject, the materials/resources/textbooks to be used, the name of the person providing instruction, and the quarterly report dates. NYC families file with the NYC DOE Office of Home Schooling.

Parent must file four quarterly reports per year on the dates set in the IHIP, each listing the number of hours of instruction during the quarter, a description of material covered in each required subject, and either a grade or a narrative evaluating the child's progress (with explanation if less than 80% of planned material was covered). An annual assessment (test results or narrative) must accompany the fourth-quarter report. Districts retain these records; many advise parents to keep copies of attendance/hours, the IHIP, quarterly reports, and assessments.

Grades 1-6: arithmetic, reading, spelling, writing, English language, geography, U.S. history, science, health education, music, visual arts, physical education
Grades 7-8: English, history and geography, science, mathematics, physical education, health education, art, music, practical arts, library skills
Grades 9-12: English (4 units), social studies incl. American history/government/economics (4 units), mathematics (2 units), science (2 units), art and/or music (1 unit), health education (0.5 unit), physical education, plus 3 electives
All grades (per Education Law): patriotism/citizenship and U.S./NY constitutions; instruction on alcohol, drug and tobacco misuse; highway/traffic safety incl. bicycle safety; fire and arson prevention and safety


Math	New York State Next Generation Mathematics Learning Standards (2017)
ELA	New York State Next Generation English Language Arts Learning Standards (2017)
Science	New York State P-12 Science Learning Standards (NYSSLS, adopted 2016)
Social Studies	New York State K-12 Social Studies Framework (2016, revised)

· New York State Next Generation Mathematics Learning Standards (2017) · 113


K	NY-K.CC.1	Count to 100 by ones and by tens.
K	NY-K.CC.3	Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20.
K	NY-K.CC.4	Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
K	NY-K.CC.6	Identify whether the number of objects in one group is greater than, less than, or equal to another (groups up to 10).
K	NY-K.G.2	Name shapes regardless of their orientation or overall size.
K	NY-K.MD.1	Describe measurable attributes of objects, such as length or weight.
K	NY-K.NBT.1	Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
K	NY-K.OA.1	Represent addition and subtraction using objects, fingers, drawings, sounds, acting out, expressions, equations, etc.
K	NY-K.OA.2a	Add and subtract within 10.
1	NY-1.G.3	Partition circles and rectangles into two and four equal shares; describe shares as halves, fourths, and quarters.
1	NY-1.MD.1	Order three objects by length; compare lengths of two objects indirectly by using a third object.
1	NY-1.MD.3a	Tell and write time in hours and half-hours using analog and digital clocks.
1	NY-1.NBT.2	Understand that the two digits of a two-digit number represent amounts of tens and ones.
1	NY-1.NBT.4	Add within 100 using concrete models/drawings and strategies based on place value and properties of operations.
1	NY-1.OA.1	Use addition and subtraction within 20 to solve word problems involving adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
1	NY-1.OA.6	Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1	NY-1.OA.7	Understand the meaning of the equal sign; determine if equations involving addition and subtraction are true or false.
2	NY-2.G.1	Recognize and draw shapes having specified attributes (number of angles, equal faces); identify triangles, quadrilaterals, pentagons, hexagons, cubes.
2	NY-2.MD.7	Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2	NY-2.MD.8a	Count a mixed collection of coins whose sum is less than or equal to one dollar.
2	NY-2.NBT.1	Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
2	NY-2.NBT.5	Fluently add and subtract within 100 using strategies based on place value and properties of operations.
2	NY-2.OA.1a	Use addition and subtraction within 100 to solve one-step word problems with unknowns in all positions.
2	NY-2.OA.2a	Fluently add and subtract within 20 using mental strategies.
2	NY-2.OA.3a	Determine whether a group of objects (up to 20) has an odd or even number of members.
2	NY-2.OA.4	Use addition to find the total number of objects arranged in rectangular arrays (up to 5x5); write an equation as a sum of equal addends.
3	NY-3.G.1	Recognize and classify polygons based on the number of sides and vertices; identify shapes that do not belong to a given subcategory.
3	NY-3.MD.7	Relate area to the operations of multiplication and addition.
3	NY-3.NBT.2	Fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations.
3	NY-3.NF.1	Understand a unit fraction 1/b; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3	NY-3.NF.2	Understand a fraction as a number on the number line; represent fractions on a number line.
3	NY-3.OA.1	Interpret products of whole numbers (e.g., 5x7 as total objects in 5 groups of 7).
3	NY-3.OA.3	Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities.
3	NY-3.OA.7a	Fluently solve single-digit multiplication and related divisions, using strategies.
3	NY-3.OA.7b	Know from memory all products of two one-digit numbers.
3	NY-3.OA.9	Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).
4	NY-4.G.1	Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines; identify these in two-dimensional figures.
4	NY-4.MD.3	Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.
4	NY-4.NBT.5	Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers, using place-value strategies.
4	NY-4.NBT.6	Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies.
4	NY-4.NF.1	Explain why a fraction a/b is equivalent to (n x a)/(n x b); use this to recognize and generate equivalent fractions.
4	NY-4.NF.3a	Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4	NY-4.NF.6	Use decimal notation for fractions with denominators 10 or 100.
4	NY-4.OA.1	Interpret a multiplication equation as a comparison; represent verbal statements of multiplicative comparisons as equations.
4	NY-4.OA.3	Solve multistep word problems posed with whole numbers using the four operations, including problems with remainders.
4	NY-4.OA.4	Find all factor pairs for a whole number 1-100; recognize a number as a multiple of each of its factors; determine prime or composite.
5	NY-5.G.1	Define a coordinate system; understand and use the conventions of plotting points in the first quadrant of the coordinate plane.
5	NY-5.MD.1	Convert among different-sized standard measurement units within a given system; use conversions in solving multi-step problems.
5	NY-5.MD.5	Relate volume to multiplication and addition; solve real-world and mathematical problems involving volume.
5	NY-5.NBT.1	Recognize that in a multi-digit number, a digit in one place represents 10 times as much as the place to its right and 1/10 of the place to its left.
5	NY-5.NBT.5	Fluently multiply multi-digit whole numbers using a standard algorithm.
5	NY-5.NBT.7	Add, subtract, multiply, and divide decimals to hundredths using concrete models, drawings, and strategies based on place value.
5	NY-5.NF.1	Add and subtract fractions with unlike denominators (including mixed numbers) by replacing them with equivalent fractions.
5	NY-5.NF.4	Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5	NY-5.OA.1	Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
6	NY-6.EE.2	Write, read, and evaluate expressions in which letters stand for numbers.
6	NY-6.EE.5	Understand solving an equation or inequality as a process of answering which values make it true.
6	NY-6.G.1	Find the area of triangles, quadrilaterals, and other polygons by composing into rectangles or decomposing into triangles.
6	NY-6.NS.1	Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions.
6	NY-6.NS.5	Understand that positive and negative numbers describe quantities having opposite directions or values.
6	NY-6.RP.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6	NY-6.RP.2	Understand the concept of a unit rate a/b associated with a ratio a:b (b not 0), and use rate language.
6	NY-6.RP.3c	Find a percent of a quantity as a rate per 100; solve problems finding the whole given a part and percent.
6	NY-6.SP.1	Recognize a statistical question as one that anticipates variability in the data related to the question.
7	NY-7.EE.1	Add, subtract, factor, and expand linear expressions with rational coefficients.
7	NY-7.EE.4	Use variables to represent quantities; construct simple equations and inequalities to solve problems.
7	NY-7.G.4	Know the formulas for the area and circumference of a circle and use them to solve problems.
7	NY-7.NS.1	Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.
7	NY-7.NS.2	Apply and extend previous understandings of multiplication and division to multiply and divide rational numbers.
7	NY-7.RP.1	Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities.
7	NY-7.RP.2	Recognize and represent proportional relationships between quantities.
7	NY-7.SP.5	Understand that the probability of a chance event is a number between 0 and 1 expressing likelihood.
8	NY-8.EE.1	Know and apply the properties of integer exponents to generate equivalent numerical expressions.
8	NY-8.EE.5	Graph proportional relationships, interpreting the unit rate as the slope of the graph.
8	NY-8.EE.7	Solve linear equations in one variable.
8	NY-8.F.1	Understand that a function is a rule that assigns to each input exactly one output.
8	NY-8.F.3	Interpret the equation y = mx + b as defining a linear function whose graph is a straight line.
8	NY-8.G.7	Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems.
8	NY-8.NS.1	Understand informally that every number has a decimal expansion; rational numbers have repeating/terminating decimals.
8	NY-8.SP.1	Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association.
Algebra I	AI-A.APR.1	Add, subtract, and multiply polynomials; understand polynomials form a system closed under these operations.
Algebra I	AI-A.CED.1	Create equations and inequalities in one variable to represent a context and use them to solve problems.
Algebra I	AI-A.REI.4	Solve quadratic equations in one variable.
Algebra I	AI-A.SSE.1	Interpret expressions that represent a quantity in terms of its context.
Algebra I	AI-F.IF.1	Understand that a function assigns to each element of the domain exactly one element of the range; use function notation.
Algebra I	AI-F.IF.4	For a function modeling a relationship, interpret key features of graphs and tables in terms of the quantities.
Algebra I	AI-F.LE.2	Construct linear and exponential functions given a graph, a description, or input-output pairs.
Algebra I	AI-N.Q.1	Select quantities and use units to interpret problems, choose units in formulas, and interpret scale and origin in graphs.
Algebra I	AI-N.RN.3	Use properties and operations to understand the different forms of rational and irrational numbers.
Algebra I	AI-S.ID.6	Represent bivariate data on a scatter plot and describe how the variables are related.
Algebra I	AI-S.ID.7	Interpret the slope (rate of change) and the intercept (constant term) of a linear model in context.
Algebra II	AII-A.APR.6	Rewrite rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x).
Algebra II	AII-A.REI.2	Solve rational and radical equations in one variable, and identify extraneous solutions.
Algebra II	AII-A.SSE.2	Recognize and use the structure of an expression to identify ways to rewrite it.
Algebra II	AII-F.IF.7	Graph functions expressed symbolically and show key features of the graph.
Algebra II	AII-F.TF.2	Apply concepts of the unit circle in the coordinate plane to calculate values of sine, cosine, and tangent.
Algebra II	AII-N.CN.1	Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi with a and b real.
Algebra II	AII-N.RN.1	Explore how the meaning of rational exponents follows from extending the properties of integer exponents.
Algebra II	AII-S.IC.1	Understand statistics as a process for making inferences about population parameters based on a random sample.
Algebra II	AII-S.ID.4	Recognize whether or not a normal curve is appropriate for a given data set.
Geometry	GEO-G.C.1	Prove that all circles are similar.
Geometry	GEO-G.CO.1	Know precise definitions of angle, circle, perpendicular lines, parallel lines, and line segment, based on undefined notions.
Geometry	GEO-G.CO.2	Represent transformations as geometric functions taking points in the plane as inputs and giving points as outputs; compare distance/angle preserving to those that do not.
Geometry	GEO-G.CO.9	Prove and apply theorems about lines and angles.
Geometry	GEO-G.GMD.1	Provide informal arguments for the formulas for circumference, area, and volume of geometric figures.
Geometry	GEO-G.GPE.5	Justify and apply the slope criteria for parallel and perpendicular lines to solve geometric problems.
Geometry	GEO-G.MG.1	Use geometric shapes, their measures, and properties to describe objects.
Geometry	GEO-G.SRT.2	Understand similarity in terms of similarity transformations; use the definition to decide if two figures are similar.
Geometry	GEO-G.SRT.6	Understand that side ratios in right triangles define trigonometric ratios for acute angles.
PK	NY-PK.CC.1	Count to 20 by ones.
PK	NY-PK.CC.3	Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
PK	NY-PK.G.1	Describe objects in the environment using names of shapes and relative positions.
PK	NY-PK.OA.1	Represent addition and subtraction up to 5 with objects, fingers, drawings, sounds, acting out, etc.

· New York State Next Generation English Language Arts Learning Standards (2017) · 103


K	KL4	Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences.
K	KR2	Develop and answer questions about a text. (RI&RL)
K	KR3	Retell stories or share key details from a text. (RI&RL)
K	KR6	Name the author and illustrator and define the role of each; identify literary and informational texts. (RI&RL)
K	KR8	Describe the relationship between illustrations and the text. (RI&RL)
K	KRF1	Demonstrate understanding of the organization and basic features of print.
K	KRF2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K	KRF3	Know and apply grade-level phonics and word analysis skills in decoding words.
K	KRF4	Engage with emergent-level texts and read-alouds to demonstrate comprehension.
K	KSL1	Participate in collaborative conversations with diverse peers and adults in small and large groups.
K	KW1	Use a combination of drawing, dictating, and/or writing to state an opinion about a familiar topic or experience and give a reason.
K	KW2	Use a combination of drawing, dictating, and/or writing to name a familiar topic and supply information.
1	1L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
1	1R2	Develop and answer questions about key ideas and details in a text. (RI&RL)
1	1R3	Identify a main topic or central idea and retell important details; describe characters, settings, and events. (RI&RL)
1	1R7	Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)
1	1RF4	Read beginning-reader texts with sufficient accuracy and fluency to support comprehension.
1	1SL1	Participate in collaborative conversations with diverse peers and adults in small and large groups.
1	1W1	Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.
1	1W3	Write narratives that recount real or imagined experiences or events.
2	2R1	Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL)
2	2RF4	Read grade-level text with sufficient accuracy and fluency to support comprehension.
2	2W1	Write an opinion about a topic or personal experience, using clear reasons to support the opinion.
3	3L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
3	3R1	Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)
3	3R2	Determine a theme or central idea and explain how it is supported by key details; summarize. (RI&RL)
3	3R3	In literary texts, describe character traits, motivations, or feelings drawing on details; in informational texts describe relationships. (RI&RL)
3	3R4	Determine the meaning of words, phrases, figurative language, and academic/content-specific words. (RI&RL)
3	3R7	Explain how specific illustrations or text features contribute to what is conveyed by the words in a text. (RI&RL)
3	3RF4	Read grade-level text with accuracy, appropriate rate, and expression to support comprehension.
3	3SL1	Participate and engage effectively in a range of collaborative discussions with diverse peers and adults.
3	3SL4	Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details.
3	3W1	Write an argument to support claim(s), using clear reasons and relevant evidence.
3	3W2	Write informative/explanatory texts to explore a topic and convey ideas and information.
3	3W3	Write narratives to develop real or imagined experiences or events using effective technique and detail.
4	4R1	Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
4	4RF4	Read grade-level text with accuracy, appropriate rate, and expression to support comprehension.
5	5L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
5	5R1	Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
5	5R2	Determine a theme or central idea and explain how it is supported by key details; summarize. (RI&RL)
5	5R3	In literary texts, compare and contrast two or more characters, settings, and events. (RI&RL)
5	5R4	Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood. (RI&RL)
5	5R7	Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)
5	5RF4	Read grade-level text with accuracy, appropriate rate, and expression to support comprehension.
5	5SL1	Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly.
5	5SL4	Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details.
5	5W2	Write informative/explanatory texts to explore a topic and convey ideas and information clearly.
5	5W3	Write narratives to develop real or imagined experiences or events using effective technique and detail.
5	5W5	Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	6L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
6	6R1	Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
6	6R2	Determine a theme or central idea and how it is conveyed through details; provide a summary. (RI&RL)
6	6SL1	Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly.
6	6W1	Write arguments to support claims with clear reasons and relevant evidence.
6	6W2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.
7	7R1	Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
7	7R6	Analyze how an author develops and contrasts points of view or perspectives. (RI&RL)
7	7SL4	Present claims and findings, emphasizing salient points with relevant evidence and details.
7	7W1	Write arguments to support claims with clear reasons and relevant evidence.
8	8L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
8	8L6	Acquire and accurately use general academic and content-specific words and phrases.
8	8R1	Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
8	8R2	Determine one or more themes or central ideas of a text and analyze their development; summarize. (RI&RL)
8	8R4	Determine the meaning of words and phrases as used in a text, including figurative, connotative, and technical meanings. (RI&RL)
8	8R7	Evaluate the advantages and disadvantages of using different media to present a particular topic or idea. (RI&RL)
8	8SL1	Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly.
8	8SL3	Delineate a speaker's argument and specific claims, evaluating for sound reasoning and sufficient evidence.
8	8W1	Write arguments to support claims with clear reasons and relevant evidence.
8	8W2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.
8	8W6	Conduct research to answer questions, including self-generated questions, drawing on multiple sources.
9-10	9-10L3	Apply knowledge of language to understand how language functions in different contexts and make effective choices.
9-10	9-10L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
9-10	9-10L5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9-10	9-10R1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
9-10	9-10R2	Determine one or more themes or central ideas and analyze their development; provide an objective summary. (RI&RL)
9-10	9-10R3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (RI&RL)
9-10	9-10R4	Determine the meaning of words and phrases as used in a text, including figurative and connotative meanings. (RI&RL)
9-10	9-10R6	Analyze how authors employ point of view, perspective, and purpose to shape content and style. (RI&RL)
9-10	9-10R8	Delineate and evaluate an argument and specific claims, assessing validity of reasoning and sufficiency of evidence. (RI&RL)
9-10	9-10SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners.
9-10	9-10SL4	Present claims, findings, and supporting evidence clearly, concisely, and logically.
9-10	9-10W1	Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant evidence.
9-10	9-10W2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
9-10	9-10W6	Conduct research to answer questions or solve a problem, narrowing or broadening the inquiry.
11-12	11-12L3	Apply knowledge of language to understand how language functions in different contexts and make effective choices.
11-12	11-12L4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
11-12	11-12L6	Acquire and accurately use general academic and content-specific words and phrases; analyze nuances in word meanings.
11-12	11-12R1	Cite strong and thorough textual evidence to support analysis, including determining where the text leaves matters uncertain. (RI&RL)
11-12	11-12R2	Determine themes or central ideas and analyze their development; provide an objective summary. (RI&RL)
11-12	11-12R3	In literary texts, analyze the impact of author's choices; in informational texts analyze complex ideas. (RI&RL)
11-12	11-12R5	Analyze and evaluate the effectiveness of structure and how meaning of technical/key terms develops over a text. (RI&RL)
11-12	11-12R7	In literary texts, analyze multiple adaptations of a source text; integrate and evaluate multiple sources of information. (RI&RL)
11-12	11-12SL1	Initiate and participate effectively in a range of collaborative discussions with diverse partners.
11-12	11-12SL4	Present claims, findings, and supporting evidence, conveying a clear and distinct perspective.
11-12	11-12W1	Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant evidence.
11-12	11-12W2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
11-12	11-12W3	Write narratives to develop real or imagined experiences or events using effective technique and detail.
PK	PKR2	Develop and answer questions about characters, major events, and pieces of information in a text. (RI&RL)
PK	PKR3	Retell stories or share information from a text. (RI&RL)
PK	PKR4	Exhibit an interest in learning new vocabulary. (RI&RL)
PK	PKR7	Describe the relationship between illustrations and the text. (RI&RL)
PK	PKSL1	Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
PK	PKW1	Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or experience.

· New York State P-12 Science Learning Standards (NYSSLS, adopted 2016) · 114


K	K-ESS2-1	Use and share observations of local weather conditions to describe patterns over time
K	K-ESS3-1	Use a model to represent the relationship between the needs of organisms and where they live
K	K-ESS3-3	Communicate solutions to reduce human impact on the local environment
K	K-LS1-1	Use observations to describe patterns of what plants and animals need to survive
K	K-PS2-1	Plan and conduct an investigation to compare the effects of pushes and pulls on the motion of an object
K	K-PS3-1	Make observations to determine the effect of sunlight on Earth's surface
1	1-ESS1-1	Use observations of the sun, moon, and stars to describe patterns that can be predicted
1	1-ESS1-2	Make observations at different times of year to relate the amount of daylight to the time of year
1	1-LS1-2	Read texts and use media to determine patterns in parent/offspring behaviors that help offspring survive
1	1-LS3-1	Make observations that young plants and animals are like, but not exactly like, their parents
1	1-PS4-1	Plan and conduct investigations to show that vibrating materials make sound and sound makes materials vibrate
1	1-PS4-3	Plan and conduct investigations to determine the effect of placing objects in a beam of light
2	2-ESS1-1	Use information to provide evidence that Earth events can occur quickly or slowly
2	2-ESS2-2	Develop a model to represent the shapes and kinds of land and bodies of water in an area
2	2-ESS2-3	Obtain information to identify where water is found on Earth and that it can be solid or liquid
2	2-LS2-1	Plan and conduct an investigation to determine if plants need sunlight and water to grow
2	2-LS4-1	Make observations of plants and animals to compare the diversity of life in different habitats
2	2-PS1-1	Plan and conduct an investigation to describe and classify different kinds of materials by observable properties
2	2-PS1-4	Construct an argument that some changes caused by heating or cooling can be reversed and some cannot
3	3-ESS2-1	Represent data in tables and graphs to describe typical weather conditions during a particular season
3	3-ESS3-1	Make a claim about a design solution that reduces the impacts of a weather-related hazard
3	3-LS1-1	Develop models to describe that organisms have unique and diverse life cycles
3	3-LS3-1	Analyze and interpret data to provide evidence that traits are inherited from parents and can vary
3	3-LS4-1	Analyze and interpret data from fossils to provide evidence of organisms and environments of the past
3	3-PS2-1	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on motion
3	3-PS2-3	Ask questions to determine cause-and-effect relationships of electric or magnetic interactions
4	4-ESS1-1	Identify evidence from rock formations and fossils to support an explanation for changes in a landscape over time
4	4-ESS2-1	Make observations/measurements to provide evidence of the effects of weathering and the rate of erosion
4	4-ESS3-2	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
4	4-LS1-1	Construct an argument that plants and animals have internal/external structures that support survival and reproduction
4	4-LS1-2	Use a model to describe that animals sense, process, and respond to information
4	4-PS3-1	Use evidence to construct an explanation relating the speed of an object to the energy of that object
4	4-PS3-2	Make observations to provide evidence that energy can be transferred by sound, light, heat, and electric currents
4	4-PS4-1	Develop a model of waves to describe patterns in terms of amplitude and wavelength
4	4-PS4-3	Generate and compare multiple solutions that use patterns to transfer information
5	5-ESS1-2	Represent data to reveal patterns of daily changes in shadows, day/night, and seasonal appearance of stars
5	5-ESS2-1	Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
5	5-ESS3-1	Obtain and combine information about ways communities protect Earth's resources and environment
5	5-LS1-1	Support an argument that plants get the materials they need for growth chiefly from air and water
5	5-LS2-1	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment
5	5-PS1-1	Develop a model to describe that matter is made of particles too small to be seen
5	5-PS1-2	Measure and graph quantities to provide evidence that matter is conserved when substances mix
5	5-PS2-1	Support an argument that the gravitational force exerted by Earth on objects is directed down
5	5-PS3-1	Use models to describe that energy in animals' food was once energy from the sun
K-2	K-2-ETS1-1	Ask questions, make observations, and gather information about a problem people want to solve
K-2	K-2-ETS1-2	Develop a simple sketch, drawing, or physical model to illustrate how an object's shape helps it function
K-2	K-2-ETS1-3	Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses
3-5	3-5-ETS1-1	Define a simple design problem reflecting a need or a want, including criteria for success and constraints
3-5	3-5-ETS1-2	Generate and compare multiple possible solutions to a problem based on how well each meets criteria and constraints
3-5	3-5-ETS1-3	Plan and carry out fair tests in which variables are controlled to identify aspects of a model that can be improved
6-8	MS-ESS1-1	Develop and use a model of the Earth-sun-moon system to describe cyclic patterns of lunar phases, eclipses, and seasons
6-8	MS-ESS1-4	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used
6-8	MS-ESS2-1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process
6-8	MS-ESS2-4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and gravity
6-8	MS-ESS3-1	Construct an explanation based on evidence for how geoscience processes have resulted in uneven distribution of resources
6-8	MS-ESS3-3	Apply scientific principles to design a method for monitoring and minimizing human impact on the environment
6-8	MS-ESS3-5	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century
6-8	MS-ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution
6-8	MS-ETS1-2	Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints
6-8	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
6-8	MS-LS1-1	Conduct an investigation to provide evidence that living things are made of cells
6-8	MS-LS1-3	Use argument supported by evidence for how the body is a system of interacting subsystems of cells, tissues, and organs
6-8	MS-LS2-1	Analyze data to provide evidence for the effects of resource availability on organisms and populations
6-8	MS-LS2-3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem
6-8	MS-LS3-1	Develop and use a model to describe why structural changes to genes (mutations) may affect proteins
6-8	MS-LS4-1	Analyze and interpret data for patterns in the fossil record documenting existence, diversity, extinction, and change
6-8	MS-LS4-4	Construct an explanation based on evidence that describes how natural selection may lead to increases/decreases of traits
6-8	MS-PS1-1	Develop models to describe the atomic composition of simple molecules and extended structures
6-8	MS-PS1-2	Analyze and interpret data on properties of substances before and after they interact to determine if a reaction occurred
6-8	MS-PS1-4	Develop a model that predicts changes in particle motion, temperature, and state when thermal energy is added/removed
6-8	MS-PS2-2	Plan an investigation to provide evidence that change in motion depends on the sum of forces and mass
6-8	MS-PS2-3	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces
6-8	MS-PS3-1	Construct and interpret graphical displays to describe relationships of kinetic energy to mass and speed
6-8	MS-PS3-4	Plan an investigation to determine relationships among energy transferred, type of matter, mass, and temperature change
6-8	MS-PS4-1	Use mathematical representations to describe a simple model for waves (amplitude and energy, wavelength and frequency)
6-8	MS-PS4-2	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials
9-12	HS-ETS1-1	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for a solution
9-12	HS-ETS1-2	Design a solution to a complex real-world problem by breaking it into smaller, more manageable problems
9-12	HS-ETS1-3	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
9-12	HS-ETS1-4	Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with many criteria
Earth & Space Science (HS)	HS-ESS1-1	Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in releasing energy
Earth & Space Science (HS)	HS-ESS1-2	Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion, and composition
Earth & Space Science (HS)	HS-ESS1-4	Use mathematical or computational representations to predict the motion of orbiting objects in the solar system
Earth & Space Science (HS)	HS-ESS1-5	Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics
Earth & Space Science (HS)	HS-ESS2-1	Develop a model to illustrate how Earth's internal and surface processes operate to form landforms
Earth & Space Science (HS)	HS-ESS2-4	Use a model to describe how variations in the flow of energy into and out of Earth's systems result in climate changes
Earth & Space Science (HS)	HS-ESS3-1	Construct an explanation of how availability of natural resources and natural hazards have influenced human activity
Earth & Space Science (HS)	HS-ESS3-5	Analyze geoscience data and global climate models to make a forecast of current rates of global or regional climate change
Biology (HS Life Science)	HS-LS1-1	Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins
Biology (HS Life Science)	HS-LS1-2	Develop and use a model to illustrate the hierarchical organization of interacting systems that provide functions
Biology (HS Life Science)	HS-LS1-3	Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
Biology (HS Life Science)	HS-LS1-5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy
Biology (HS Life Science)	HS-LS2-1	Use mathematical/computational representations to support explanations of factors affecting carrying capacity
Biology (HS Life Science)	HS-LS2-2	Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity
Biology (HS Life Science)	HS-LS3-1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding traits passed to offspring
Biology (HS Life Science)	HS-LS3-2	Make and defend a claim based on evidence that inheritable genetic variations may result from mutations and reproduction
Biology (HS Life Science)	HS-LS4-1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of evidence
Biology (HS Life Science)	HS-LS4-2	Construct an explanation based on evidence that the process of evolution primarily results from four factors
Biology (HS Life Science)	HS-LS4-4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations
Chemistry (HS Physical Science)	HS-PS1-1	Use the periodic table as a model to predict the relative properties of elements based on outermost electrons
Chemistry (HS Physical Science)	HS-PS1-11	Construct explanations to compare and contrast the behavior and properties of acids and bases (NY addition)
Chemistry (HS Physical Science)	HS-PS1-2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the periodic table
Chemistry (HS Physical Science)	HS-PS1-3	Plan and conduct an investigation to gather evidence comparing the structure of substances at the bulk scale
Chemistry (HS Physical Science)	HS-PS1-7	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved in a reaction
Chemistry (HS Physical Science)	HS-PS1-9	Use the combined gas law to determine changes in pressure, volume, and temperature of a gas (NY addition)
Physics (HS Physical Science)	HS-PS2-1	Analyze data to support the claim that Newton's second law describes the relationship among force, mass, and acceleration
Physics (HS Physical Science)	HS-PS2-2	Use mathematical representations to support the claim that total momentum of a system is conserved
Physics (HS Physical Science)	HS-PS2-4	Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe forces between objects
Physics (HS Physical Science)	HS-PS3-1	Create a computational model to calculate the change in energy of one component in a system
Physics (HS Physical Science)	HS-PS3-2	Develop and use models to illustrate that energy at the macroscopic scale is a combination of particle motion and position
Physics (HS Physical Science)	HS-PS3-3	Design, build, and refine a device that works within given constraints to convert one form of energy into another
Physics (HS Physical Science)	HS-PS4-1	Use mathematical representations to support a claim regarding relationships among frequency, wavelength, and speed of waves
Physics (HS Physical Science)	HS-PS4-3	Evaluate the claims/evidence behind the idea that electromagnetic radiation can be described as a wave or as particles
Physics (HS Physical Science)	HS-PS4-6	Use a model to demonstrate the relationship between the path of light and lenses/mirrors (NY addition)

· New York State K-12 Social Studies Framework (2016, revised) · 121


K	K.1	Children's sense of self is shaped by experiences unique to them and their families and by common experiences shared by community/nation.
K	K.2	Children, families, and communities exhibit cultural similarities and differences.
K	K.2b	Unique family activities and traditions are important parts of an individual's culture and sense of self.
K	K.3	Symbols and traditions help develop a shared culture and identity within the United States.
K	K.4	Children and adults have rights and responsibilities at home, at school, in the classroom, and in the community.
K	K.5	Rules affect children and adults; people make and change rules for many reasons.
K	K.6	Maps and globes are representations of Earth's surface used to locate and better understand places.
K	K.7	People and communities are affected by and adapt to their physical environment.
K	K.8	The past, present, and future describe points in time and help us examine and understand events.
K	K.9	People have economic needs and wants; goods and services satisfy wants; scarcity requires choices.
1	1.1	Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.
1	1.10	People make economic choices as producers and consumers of goods and services.
1	1.1b	People and families of diverse racial, religious, national, and ethnic groups share their beliefs, customs, and traditions.
1	1.2	Significant individuals, historical events, and symbols are important to American cultural identity.
1	1.3	A citizen is a member of a community or group; students are citizens of their local and global communities.
1	1.4	People create governments to create peace and establish order; laws protect rights.
1	1.5	The location and place of physical features and man-made structures can be described and interpreted using maps and globes.
1	1.6	People and communities depend on and modify their physical environment to meet basic needs.
1	1.7	Families have a past and change over time; different documents relate family histories.
1	1.8	Historical sources reveal information about how life in the past differs from the present.
1	1.9	People have many economic wants and needs but limited resources to obtain them.
2	2.1	A community is a population of various individuals in a common location; urban, suburban, or rural.
2	2.2	People share principles, traditions, and beliefs while also reflecting cultural diversity within communities.
2	2.3	The United States is founded on democratic principles of equality, fairness, and respect for authority and rules.
2	2.4	Communities have rules and laws that affect how they function; citizens contribute to community wellbeing.
2	2.6	Identifying continuities and changes over time can help understand historical developments.
2	2.7	Cause-and-effect relationships help us recount events and understand historical development.
2	2.8	Communities face different challenges in meeting their needs and wants.
2	2.9	A community requires the interdependence of many people performing a variety of jobs and services.
3	3.1	Geographic regions have unifying characteristics and can be studied using a variety of tools.
3	3.10	Each community develops an economic system addressing what, how, and for whom to produce.
3	3.2	The location of world communities can be described using geographic tools and vocabulary.
3	3.3	Geographic factors often influence where people settle; people adapt to and modify their environment.
3	3.4	Each community or culture has a unique history, including heroic figures, traditions, and holidays.
3	3.5	Communities share cultural similarities and differences across the world.
3	3.6	Communities around the world interact and exchange cultural ideas and practices.
3	3.7	Governments in communities and countries have the authority to make and the power to enforce laws.
3	3.8	The concept of universal human rights suggests all people should be treated fairly and have basic rights.
3	3.9	Communities meet their needs and wants in various ways, forming the basis for their economy.
4	4.1	Geography of New York State: physical and cultural geography of NYS regions.
4	4.2	Native American groups, chiefly the Haudenosaunee and Algonquian, inhabited the region and interacted with the environment.
4	4.3	Colonial and Revolutionary period in New York and its role in the American Revolution.
4	4.4	There are different levels of government within the United States and New York State.
4	4.5	Different groups of people did not have equal rights and freedoms; reform and change movements arose.
4	4.6	New York State played an important role in the nation's westward movement and industrialization.
4	4.7	Immigration and migration from the early 1800s to the present shaped New York.
5	5.1	Early Peoples of the Americas: first humans modified their environment and developed cultures.
5	5.2	Complex Societies and Civilizations developed in the Americas between ca. 1100 B.C.E. and 1500 C.E.
5	5.3	European Exploration and its Effects on the peoples of the Western Hemisphere.
5	5.4	The diverse geography of the Western Hemisphere has influenced human culture and settlement.
5	5.5	The countries of the Western Hemisphere are diverse, and their cultures vary.
5	5.6	The political systems of the Western Hemisphere vary in structure and organization.
5	5.7	The peoples of the Western Hemisphere have developed various economic systems.
6	6.1	Present-Day Eastern Hemisphere Geography: the diverse geography of the Eastern Hemisphere.
6	6.2	The First Humans through the Neolithic Revolution in the Eastern Hemisphere.
6	6.3	Early River Valley Civilizations in the Eastern Hemisphere.
6	6.4	Comparative World Religions (ca. 2000 B.C.E.–ca. 630 C.E.): major religions and belief systems.
6	6.5	Comparative Classical Civilizations in the Eastern Hemisphere (ca. 600 B.C.E.–ca. 600 C.E.).
6	6.6	Mediterranean World: Feudal Western Europe, the Byzantine Empire, and the Islamic Caliphates.
6	6.7	Interactions and exchanges (trade, ideas) across the Eastern Hemisphere.
7	7.1	Native Americans: diverse societies that inhabited North America prior to European contact.
7	7.2	Colonial Developments: European colonization led to distinct regional colonies.
7	7.3	American Independence: growing tensions over political power and economic issues sparked a movement for independence.
7	7.3a	Conflicts between the British government and colonists led to the American Revolution (indicator under Key Idea 7.3).
7	7.4	Historical Development of the Constitution: the structure and function of the new federal government.
7	7.5	The Constitution in Practice: the foundational principles and operation of the U.S. Constitution.
7	7.6	Westward Expansion: driven by political and economic motives, the U.S. expanded its territory.
7	7.7	Reform Movements: social, political, and economic inequalities sparked various reform movements.
7	7.8	A Nation Divided: westward expansion, industrialization, and slavery led to sectional tension and Civil War.
8	8.1	Reconstruction: regional tensions following the Civil War complicated efforts to heal the nation.
8	8.2	A Changing Society: industrialization and immigration contributed to the urbanization of America.
8	8.3	Expansion and Imperialism: economic, political, and social factors drove U.S. overseas expansion.
8	8.4	World War I and the Roaring Twenties: diplomatic, economic, and ideological factors shaped the era.
8	8.5	Great Depression: economic and environmental disasters in the 1930s created hardships.
8	8.6	World War II: Axis aggression threatened U.S. security and led to its entry into the war.
8	8.7	Foreign Policy: the post-World War II period was characterized by ideological/political conflict (Cold War).
8	8.8	Demographic Change: after WWII the U.S. population rose sharply, driving suburbanization and migration.
8	8.9	Domestic Politics and Reform: the civil rights movement and Great Society sought to address inequalities.
9	9.1	Development of Civilization: agriculture enabled the rise of the first civilizations.
9	9.10	Interactions and Disruptions: efforts to reach the Indies led to encounter, conquest, and the Columbian Exchange.
9	9.2	Belief Systems: Rise and Impact — the emergence and spread of belief systems.
9	9.2a	Belief systems developed beliefs and practices to address questions of origin, ethics, and the afterlife (indicator under 9.2).
9	9.3	Classical Civilizations: Expansion, Achievement, Decline.
9	9.4	Rise of Transregional Trade Networks during the classical and postclassical eras.
9	9.5	Political Powers and Achievements: new power arrangements emerged across regions.
9	9.6	Social and Cultural Growth and Conflict during the postclassical era.
9	9.7	The Ottoman Empire and the Ming Dynasty pre-1600.
9	9.8	Africa and the Americas pre-1600: environment, trade networks, and belief systems.
9	9.9	Transformation of Western Europe and Russia (Renaissance, Reformation, Scientific Revolution).
10	10.1	The World in 1750 was marked by powerful Eurasian states and empires.
10	10.10	Human Rights Violations: since the Holocaust, human rights violations have occurred globally.
10	10.2	Enlightenment, Revolution, and Nationalism: Enlightenment ideals influenced political revolutions and reform.
10	10.2c	Individuals/groups drew on Enlightenment principles to spread rebellions and call for revolutions in France and the Americas (indicator under 10.2).
10	10.3	Causes and Effects of the Industrial Revolution: innovations in agriculture, production, and transportation.
10	10.4	Imperialism: Western European interactions with Africa and Asia shifted toward control and colonization.
10	10.5	Unresolved Global Conflict (1914–1945): World War I and World War II.
10	10.6	Unresolved Global Conflict (1945–1991): The Cold War.
10	10.7	Decolonization and Nationalism (1900–2000): nationalist and decolonization movements.
10	10.8	Tensions Between Traditional Cultures and Modernization.
10	10.9	Globalization and a Changing Global Environment (1990–present).
11	11.1	Colonial Foundations (1607–1763): European colonization in North America.
11	11.10	Social and Economic Change / Domestic Issues (1945–present): racial, gender, and other movements.
11	11.11	The United States in a Globalizing World (1990–present).
11	11.2	Constitutional Foundations (1763–1824): growing political and economic tensions led to a new government.
11	11.3	Expansion, Nationalism, and Sectionalism (1800–1865).
11	11.4	Post-Civil War Era (1865–1900): Reconstruction and political reunion.
11	11.5	Industrialization and Urbanization (1870–1920).
11	11.5a	New technologies and economic models created rapid industrial growth and transformed the U.S. (indicator under 11.5).
11	11.6	The Rise of American Power (1890–1920).
11	11.7	Prosperity and Depression (1920–1939).
11	11.8	World War II (1935–1945): U.S. participation was a transformative event for the nation and its world role.
11	11.9	Cold War (1945–1990).
12 (Economics)	12.E1	Individual Responsibility and the Economy: individuals should set personal financial goals and make economic decisions.
12 (Economics)	12.E2	Individuals, businesses, and society allocate scarce resources through markets (supply, demand, and prices).
12 (Economics)	12.E3	The Impact of American Capitalism in a Global Economy.
12 (Economics)	12.E4	The Tools of Economic Policy in a Global Economy: globalization and fiscal/monetary policy.
12 (Participation in Government / Civics)	12.G1	Foundations of American Democracy: principles of American democracy are reflected in founding documents and practices.
12 (Participation in Government / Civics)	12.G2	Civil Rights and Civil Liberties: the Constitution aims to protect individual rights and liberties.
12 (Participation in Government / Civics)	12.G3	Rights, Responsibilities, and Duties of Citizenship: active, engaged citizenship.
12 (Participation in Government / Civics)	12.G4	Political and Civic Participation: numerous avenues exist for engagement in the political process.
12 (Participation in Government / Civics)	12.G5	Public Policy: all levels of government are involved in shaping public policy.

Is homeschooling legal in New York?

Yes. New York is one of the most highly regulated homeschool states.

Do I have to notify anyone to homeschool in New York?

Is standardized testing required for homeschoolers in New York?

Yes (grades 4, 5, 6, 7, 8, 9, 10, 11, 12). Parent must file four quarterly reports per year on the dates set in the IHIP, each listing the number of hours of instruction during the quarter, a description of material covered in each required subject, and either a grade or a narrative evaluating the child's progress (with explanation if less than 80% of planned material was covered). An annual assessment (test results or narrative) must accompany the fourth-quarter report. Districts retain these records; many advise parents to keep copies of attendance/hours, the IHIP, quarterly reports, and assessments.

What subjects are required for homeschooling in New York?

New York requires instruction in: Grades 1-6: arithmetic, reading, spelling, writing, English language, geography, U.S. history, science, health education, music, visual arts, physical education; Grades 7-8: English, history and geography, science, mathematics, physical education, health education, art, music, practical arts, library skills; Grades 9-12: English (4 units), social studies incl. American history/government/economics (4 units), mathematics (2 units), science (2 units), art and/or music (1 unit), health education (0.5 unit), physical education, plus 3 electives; All grades (per Education Law): patriotism/citizenship and U.S./NY constitutions; instruction on alcohol, drug and tobacco misuse; highway/traffic safety incl. bicycle safety; fire and arson prevention and safety.

Does New York have its own learning standards?

Math: New York State Next Generation Mathematics Learning Standards (2017). ELA: New York State Next Generation English Language Arts Learning Standards (2017). Science: New York State P-12 Science Learning Standards (NYSSLS, adopted 2016). Social studies: New York State K-12 Social Studies Framework (2016, revised).

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