(b) The required curriculum content shall comply with the following: (1) The program of studies shall include those courses in which students demonstrate achievement as well as other educational experiences and instructional activities required by Ed 306; 9 – 12 Yes No NA Yes No NA (2) Courses shall be planned for the attainment of specific educational district and graduation competencies leading to the high school diploma; 9 – 12 Yes No NA Yes No NA (3) The instructional program include: Procedures for diagnosing learner needs; 9 – 12 Yes No NA Yes No NA Methods and strategies for teaching that incorporate learner needs 9 – 12 Yes No NA Yes No NA Resource-based learning opportunities 9 – 12 Yes No NA Yes No NA Techniques for the evaluation of student outcomes, including performance assessment of district competencies; and 9 – 12 Yes No NA Yes No NA The provision of remedial instruction as needed; 9 – 12 Yes No NA Yes No NA (4) Districts shall develop local policies that identify how the district shall engage students in creating and supporting extended learning opportunities that occur outside of the physical school building and outside of the usual school day in which students demonstrate achievement as well as other educational experiences and instructional activities required by Ed 306 9 – 12 Yes No NA Yes No NA (5) The extended learning opportunities in (4) shall: a. Consist of activities designed to: Provide acknowledgement of achievement or supplement regular academic courses; and 9 – 12 Yes No NA Yes No NA Promote the schools and individual students’ educational and objectives; 9 – 12 Yes No NA Yes No NA b. Be governed by a policy adopted by the local school board that: Provides for the administration and supervision of the program; 9 – 12 Yes No NA Yes No NA Outlines how certified school personnel will oversee, although not necessarily lead, facilitate, or coordinate, an individual student’s program; 9 – 12 Yes No NA Yes No NA Requires that each extended learning proposal be aligned with district and graduation competencies consistent with RSA 193-C:3 that students are expected to demonstrate for graduation, and be approved by the school prior to its beginning; 9 – 12 Yes No NA Yes No NA
(2) Planned curriculum that is consistent with RSA 193-C:3, III; that will provide for: A variety of developmentally appropriate techniques and processes as well as learning materials such as tools, equipment, facilities and supplies, including but not limited to musical instruments, current recording devices, computers and software, and expendable supplies, that meet the diverse needs, interests and capacities of each student; Yes No Yes No The best interests of students regarding safety and health issues associated with materials, equipment, supplies and procedures; Yes No Yes No The ability to guide student development in observing, imagining, visualizing, listening, transforming, and synthesizing their thoughts and ideas into artworks through traditional and nontraditional means such as, but not limited to, choreography, reading and writing music, improvisation, script-writing, set design, two and three-dimensional artworks, and media arts; Yes No Yes No The ability to guide students in selecting and applying subject matter and movements, sounds, language, or symbols, or any combination of them, with ideas to express meaning in artwork; Yes No Yes No Developing artistry and artistic skill sequentially over time; Yes No Yes No Critical thinking skills and artistic choices in the creation and evaluation of artworks; Yes No Yes No Addressing opportunities available beyond the regular classroom; and Yes No Yes No Embedding in the students global arts-related history and culture; and Yes No Yes No making
Systematic instruction and activities designed to enable student to: Comprehend and produce progressively more complex oral and written language using various patterns of organization, such as narration, description, enumeration, sequence, cause/effect, comparison/contrast, and problem/solution; Yes No Yes No Recognize and create literary elements, such as plot, character, setting and of view in a variety of genres; Yes No Yes No the writing process, including choosing a topic, generating ideas and locating information, drafting, revising, and editing; Yes No Yes No Increase vocabulary through semantics, use of the dictionary, structural analysis, including prefixes and suffixes, and other strategies; Yes No Yes No previously learned reading skills to content materials; Yes No Yes No Acquire new reading skills and fluency through remedial, developmental, and enrichment programs; Yes No Yes No Use appropriate reading techniques to acquire knowledge, including setting the purpose for reading, varying reading speed, and reading for comprehension at the literal, inferential, evaluative, critical, and analytical levels; Yes No Yes No Read to satisfy personal interests and recognize that fiction and informational materials can offer insight into life; and Yes No Yes No Employ appropriate study skills, including the ability to locate materials, take notes, organize information, and use a variety of sources. Yes No Yes No
Systematic instruction and activities designed to enable students to: Develop effective listening and discussion techniques, distinguish fact from opinion, and identify the principle idea; Yes No Yes No Write and present speeches for a variety of purposes and audiences; Yes No Yes No Understand and the writing process by choosing a topic, generating ideas and locating information, drafting, revising, and editing in order to write well-organized, legible, papers; Yes No Yes No Correctly use the conventions of standard English, such as grammar, punctuation, spelling, capitalization, and word in all written work; Yes No Yes No Increase reading speed and comprehension and develop thinking skills, such as inference, applying knowledge, and judgments; Yes No Yes No Develop word recognition skills, such as context clues, prefixes, suffixes, and phonetic analysis, in order to develop an increased vocabulary; Yes No Yes No Understand ideas presented in a variety of visual formats such as television advertisements and political cartoons; Yes No Yes No Know and appreciate both traditional and contemporary literature, including English, American, and in translation; Yes No Yes No Understand literary analysis through discussion and writing activities; Yes No Yes No Recognize how our literary heritage relates to the customs, ideas, and values of today's life and culture; and Yes No Yes No
(2) Experiences that support students’ 21st century learning, including, but not limited to: Collecting, analyzing, organizing, and presenting information; Yes No Yes No Decision making and problem solving; Yes No Yes No Self-management; Yes No Yes No Communication and conflict resolution; and Yes No Yes No Technological literacy; and Yes No Yes No (3) Experiences which develop students' knowledge and skills in: Managing and nutrition; Yes No Yes No Consumer financial literacy; and Yes No Yes No Human growth and development; Yes No Yes No (e) Each district shall establish and provide a comprehensive, sequentially designed, family and consumer science curriculum that will meet the minimum standards for college and career readiness and that provide for continued growth in all content areas consistent with RSA 193-C:3,III. Yes No Yes No (f) For family and consumer science programs, schools provide for the ongoing, authentic assessment of student learning outcomes through multiple formative and summative assessment instruments that are aligned with the state and district content and performance standards. (g) Examples of such assessment shall include, but not be limited to: Teacher observations of student performance; Yes No Yes No Competency-based or performance based assessments; Yes No Yes No The use of real-life relevant tasks, laboratories, simulations, and community involvement; Yes No Yes No Common assessments developed locally; and Yes No Yes No Project evaluation rubrics used to evaluate family and consumer science competencies applied to integrated curriculum assignments, extended learning opportunities, and out of school learning environments. Yes No Yes No
(e) Each district shall establish and provide a comprehensive, sequentially designed, family and consumer science curriculum that will meet the minimum standards for college and career readiness and that provide for continued growth in all content areas consistent with RSA 193-C:3,III. Yes No Yes No (f) For family and consumer science programs, schools shall provide for the ongoing, authentic assessment of student learning outcomes through multiple formative and summative assessment instruments that are aligned with the state and district content and performance standards. (g) Examples of such assessment shall include, but not be limited to: Teacher observations of student performance; Yes No Yes No Competency-based or performance based assessments; Yes No Yes No The use of real-life relevant tasks, laboratories, simulations, and community involvement; Yes No Yes No Common assessments developed locally; and Yes No Yes No Project evaluation rubrics used to evaluate family and consumer science competencies applied to integrated curriculum assignments, extended learning opportunities, and out of school learning environments. Yes No Yes No (f) Family and consumer sciences programs shall report the academic performance of all students on a regular basis by providing the following: A summary of individual student performance to parents at least 4 times per course; and Yes No Yes No The opportunity for parents to meet individually with their students’ teachers about their student’s performance at least once during each school year. Yes No Yes No
Are engaging and relevant to students; Yes No Yes No Link to ongoing instruction; Yes No Yes No Provide feedback to students; Yes No Yes No Provide cost-effective benefits to students; Yes No Yes No Reflect real world situations; and Yes No Yes No Emphasize use of available knowledge and skills in relevant problem contexts. Yes No Yes No Physical Education Program Standards (Ed 306.41) Required for Grades K – 12 Curriculum meets standard Yes No (a) Pursuant to Ed 306.26 and Ed 306.27, the local school board shall require that a school physical education program for grades K-12 provides: Physical education as provided in (b) and Yes No Yes No Family and community partnerships. Yes No Yes No (b) In the area of physical education, the local school board shall require that each school physical education program provides: (1) Systematic instruction in grades K-12, designed to enable students to: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities; Yes No Yes No Demonstrate understanding of movement concepts, principles, and performance of physical activities; Yes No Yes No Participate regularly in physical activity; Yes No Yes No Achieve and maintain physically fitness; Yes No Yes No Exhibit responsible personal and social behavior that respects self and others in physical activity settings; and Yes No Yes No Value physical activity for health, enjoyment, challenge, self expression, and social interaction; Yes No Yes No
(5) Opportunities for all students to develop positive attitudes such as inquisitiveness and appreciation of the multiple ways to approach and solve mathematical situations; Yes No NA Yes No NA (6) Interactive instruction and sustained activities designed to enable all students to demonstrate proficiency using the concepts and skills articulated in any grade level expectations that are adopted at the state level; and Yes No Yes No (7) A developed curriculum incorporating number and operations, geometry and measurement, data, statistic and probability, and functions and algebra consistent with RSA 193-C:3, III. Yes No Yes No Mathematics Program Standards (Ed 306.43) Required for Middle Grades: NA – No middle grades Curriculum meets standard Yes No NA (b) Pursuant to Ed 306.26, the local school board shall require that a mathematics program in each middle school grade provides: Opportunities for all students to solve problems by: Using multiple strategies; Yes No Yes No Reading and interpreting mathematics; Yes No Yes No Communicating mathematical through speaking and writing; and Yes No Yes No Making connections within and among mathematical ideas and across disciplines; Yes No Yes No Opportunities for all students to build and construct knowledge and understanding of mathematical concepts through developmentally appropriate activities that include concrete experiences and interactions with manipulative, technology, and their environment; Yes No Yes No Opportunities for authentic tasks that: Promote student decision making and questioning; and Yes No Yes No
A developed curriculum incorporating number and operations, geometry and measurement, data, statistics and probability, and functions and algebra consistent with RSA 193-C:3, III. Yes No Yes No Mathematics Program Standards (Ed 306.43) Required for Grades 9 – 12 NA – No grades 9 – 12 Curriculum meets standard Yes No NA (c) Pursuant to Ed 306.27, the local school board shall require that a mathematics program in each high school provides: Opportunities for all students to problems by: multiple strategies; Yes No Yes No Reading and interpreting mathematics; Yes No Yes No Communicating mathematical through speaking and writing; and Yes No Yes No Making connections within and among mathematical ideas and across disciplines; Yes No Yes No Opportunities for all students to build and construct knowledge and understanding of mathematical concepts through developmentally appropriate activities that include concrete experiences and interactions with manipulatives, technology, and their environment; Yes No Yes No Opportunities for authentic tasks that: Promote student decision making and questioning; and Yes No Yes No Encourage students to develop unique problem-solving strategies while allowing students to defend their strategies and results through inductive and deductive reasoning and proof; Yes No Yes No
Systematic instruction and activities designed to enable students to: Acquire an understanding of technical processes, the practical application of mathematics and scientific principles, and the interrelationships between technology/engineering education and academic disciplines in the school curriculum; Yes No Yes No Be aware of the right to, and the knowledge of what constitutes, safe work environments as well as the safe and appropriate use of tools, small machines, and processes; Yes No Yes No Understand industry and technology, their systematic structures, and their place in our culture; Yes No Yes No Understand the technological systems model requiring inputs, processes, outputs and feedback, where the processes include the resources of people, information, tools, energy, capital, time, materials; Yes No Yes No Learn leadership and group-process skills; Yes No Yes No Recognize and build upon individual talents and interests; and Yes No Yes No Become familiar with opportunities and requirements for careers in new and emerging technologies like medicine, agriculture, biotechnology, energy and information and communications, transportation, manufacturing, and construction. Yes No Yes No Technology/Engineering Education Program Standards (Ed 306.47) Required for Grades 9 – 12 NA – No grades 9 – 12 Curriculum meets standard Yes No NA
(a) The local school board may provide instruction in one or more world languages in an elementary school. The extent of this instruction and the students to whom it is offered shall be determined by local school board policy. Yes No NA Yes No NA (b) Pursuant to Ed 306.26 the local school board may provide supplemental instruction in one or more world languages in a middle school. Yes No NA Yes No NA (c) If world language instruction is offered, the program shall be designed to provide: Opportunities for students to develop a proficiency in a second language or to explore 2 or more languages other than English; Yes No Yes No Instruction which emphasizes basic competency in the 4 skills of listening comprehension, reading, speaking, and writing; Yes No Yes No Activities designed to make students aware of the culture of the countries in which the language(s) is/are spoken; and Yes No Yes No Systematic instruction and activities designed to enable students to: Gain linguistic knowledge in one or more second language(s); Yes No Yes No Acquire basic communicative competence by applying the skills of listening comprehension, speaking, reading, and writing; Yes No Yes No Understand the contributions of cultures and compare elements of those cultures with American culture; Yes No Yes No Recognize and respect linguistic and cultural differences and be enriched by other societies' contributions to the human experience; Yes No Yes No Be aware of the concept of global interdependence; and Yes No Yes No Become familiar with the relationship between second language skills and future career choices. Yes No Yes No