Adopt
Ed 306 to read as follows:
PART
Ed 306 MINIMUM STANDARDS FOR PUBLIC
SCHOOL APPROVAL
Ed 306.01 Applicability. In order to be an approved school, public
schools and public academies shall meet the appropriate criteria established in
these standards:
(a)
Except as provided in (b) below, a public school shall be approved as an
elementary school if it contains any of the grades kindergarten through 8 and
meets the rules applicable to all schools and to each elementary school.
(b)
As determined by vote of the local school board, any combination of the
grades 7 through 9 or any combination of the grades 4 through 8 may be
organized as a public junior high school or public middle school, respectively,
and so approved if it meets the rules applicable to all schools and, except for
grade 9, the rules applicable to each middle/junior high school. Irrespective
of the organizational plan adopted, for school approval purposes, grade 9 shall
comply with the rules which apply to each high school.
(c)
Except as provided in (b) above, a public school or a public academy
shall be approved as a high school if it contains any of the grades 9 through
12 and meets the rules applicable to all schools and to each high school.
Ed 306.02 Definitions. Except where the context makes
another meaning manifest, the following words have the meanings indicated when
used in this chapter:
(a) “Department” means the
(b) “Instructional time” means the
period of time during which pupils are actively working toward achieving
educational objections under the supervision of a teacher or other staff
member.
Ed 306.03 Statutory and Policy Requirements.
(a)
Each school board shall be responsible for obtaining an up-to-date copy
of state education laws, one copy of which shall be distributed free of charge
to each school administrative unit by the department, and maintaining an
up-to-date copy of the Board of Education Code of Administrative Rules.
(b)
In order for a school to be an approved school under these rules, the
school board shall comply with all applicable laws and rules set forth in the
publications enumerated in (a) above.
Ed 306.04 Policy Development.
(a)
In accordance with Ed 303.01, each local school board shall adopt and
implement written policies and procedures relative to:
(1) Absenteeism and attendance;
(2) Promoting school safety;
(3) Discipline;
(4) Records retention, including electronic files;
(5) Character and citizenship;
(6) Meeting the instructional needs of each student with different talents;
(7) Student hazing;
(8) Student harassment, including bullying;
(9) Sexual harassment, as detailed in Ed 303.01(j) and (k);
(10) Reporting of suspected abuse or neglect;
(11) Promotion of a school environment that is conducive to learning and supports strong family and community partnerships;
(12) Recommending daily physical activities for students; and
(13) Behavior management and intervention for students.
(b)
The policies and procedures required by (a) above shall apply to each
school.
(c)
The policy relative to absenteeism and attendance shall specify
procedures for the accountability and supervision of students arriving and
leaving school each day. The policy relative to absenteeism shall not penalize
students who miss class or a required school event because of a school
scheduling conflict. Districts shall implement a cooperative approach which
places responsibility for notification when a student is tardy, absent, or
dismissed on both the parents/guardians and the school.
(d)
The policy relative to promoting school safety shall require school
administrators to implement procedures which relate to safe practices:
(1) On school buses and on the school grounds,
including playgrounds;
(2) During authorized school activities, such as
field trips;
(3) Within the school building, including
classrooms and laboratories;
(4) Off school grounds during school-sanctioned
activities, including, but not limited to, work-based learning, internships,
and use of online resources; and
(5) In the use of online resources.
(e)
Teachers shall be required to know and implement the appropriate safety
practices and procedures applicable to their assigned areas of responsibility
and to ensure that safety instruction is included in all applicable programs
offered by the school.
(f)
The policy relative to student discipline shall:
(1) Include provisions regarding:
a. Student rights and responsibilities;
b. Rules of conduct; and
c. Penalties for misbehavior;
(2) Be written in age-appropriate language;
(3) Be disseminated to parents and guardians; and
(4) Be available in other languages for students and parents and guardians for whom English is a second language.
(g)
Each school board shall ensure that methods for suspension and dismissal
of students are developed and implemented in accordance with RSA 193:13 to keep
students, parents, teachers, and all other school personnel informed about
school rules. Such information shall be readily available.
(h)
The policy relative to records retention, disposition, and access shall
require that complete and accurate records of students' attendance and
scholarship be permanently kept and safely stored in a fire-resistant file,
vault, or safe. A schedule for the retention and disposition of original
records and information shall be established in accordance with RSA 189:29-a.
Access to all student records and information shall be controlled by written
procedures designed to protect individual rights and to preserve the
confidential nature of the various types of records in compliance with the
federal "Family Educational Rights and Privacy Act" and RSA 91-A,
Access to Public Records.
(i)
The policy relative to character and citizenship development shall
include those elements of character and citizenship to be incorporated in
courses of study or instilled, by example, in a caring educational environment.
It shall be developed in consultation with school staff, administration,
parents, and other representatives of the community. Basic elements of
character and citizenship shall include self-discipline, self-respect, and
self-control; pursuant to Part Second, Article 83 of the New Hampshire
Constitution, humanity, benevolence, and truth and honesty with self and
others; fairness, integrity, and justice; respect, courtesy, and human worth;
responsibility to oneself and others; community service; and, pursuant to RSA
186:13, the rights and responsibilities of citizenship.
(j)
The policy relative to meeting the instructional needs of each student
shall require administrators and teachers to consider students' differing
talents, interests, and development when planning the educational programs
specified in Ed 306.
(k) The policy relative to partnerships among schools, families, and communities shall subscribe to the following standards:
(1) Schools shall strive to involve parents and family members of all ages and grade levels;
(2) Schools shall provide parent educational activities throughout the school year to help parents support their children’s learning;
(3) Schools shall frequently communicate school performance, student progress, and academic opportunities, using both print and online formats;
(4) Schools shall work with agencies and businesses to support community-based developmental activities that prepare young children for school and promote ongoing achievement;
(5) Schools shall promote collaboration among parents, schools, and community on school improvement and student achievement projects; and
(6) Schools shall encourage business partnerships to assist students in the successful transition to employment or further education.
Ed 306.05 School Philosophy, Goals, and Objectives. The school board shall ensure that each school
has a written philosophy and a statement of goals and objectives consistent
with the rules of the state board of education and adopted by the local school
board. Provisions shall be made for the review of the philosophy, goals, and
objectives at least every 5 years.
Ed 306.06 Culture and Climate.
(a) Each local school board shall ensure that its school policies reflect:
(1) The acknowledgement of diversity and respect for differences;
(2) Shared ownership and responsibility for the success of the school among students and adults;
(3) Encouraging student ownership through involvement in decision making; and
(4) Respectful use of language and behavior by all school members that is void of ethnic, racial, and sexual stereotypes and biases.
(b) The school administration and staff shall:
(1) Review ways in which equity gaps in achievement can be reduced and barriers to learning can be eliminated; and
(2) Ensure that a fair and equitable code of discipline is established that is fairly and consistently implemented which supports students’ understanding of the importance of norms, rules, and expectations for behavior.
(c) The school administration shall provide professional development opportunities directed at understanding the policies and reporting requirements that support a safe and healthy school environment.
Ed 306.07 School Facilities.
(a)
Each local school board shall ensure that the facilities for each school
provide the following:
(1) Adequate space, equipment, and safety system
for all areas of the school building, grounds, and school-related activities;
(2)
Adequate space for the preparation and consumption of meals;
(3)
Adequate lighting; and
(4)
Adequate exhaust and outdoor air ventilation, proper temperature and humidity
conditions.
(b)
Each local school board shall, with regard to school facilities:
:
(1)
Customize classrooms and other school-related environments to the needs of
different content areas;
(2)
Provide for accessibility of students with disabilities;
(3)
Demonstrate compliance with the National Fire Protection Association’s Life
Safety Codes for educational facilities;
(4)
Provide documentary evidence that the school is designed, built, and maintained
in a manner that minimizes sources of pollution; and
(5)
Document compliance with regulations relating to school building, sanitation,
sewage disposal, water supply, and other matter affecting public health.
Ed 306.08 Instructional Resources.
(a) The school board shall ensure that each school:
(1) Provides a developmentally appropriate collection of instructional resources, including online and print materials, equipment, and instructional technologies, that shall be current, comprehensive, and necessary to support the curriculum as well as the instructional needs of the total school population;
(2) Provides that instructional resources are, as appropriate:
a. Catalogued and classified according to practices accepted by the American Library Association;
b. Organized to make them accessible to students and staff; and
c. Managed through circulation policies and procedures that are designed to maximize the use of the resources;
(3) Provides instructional resources to all students and staff from designated space(s) in each school, including:
a. Ready access to instructional resources, including those available online or through interlibrary loan;
b. Instruction in:
1. Accessing information efficiently and effectively;
2. Evaluating information critically and competently;
3. Using information accurately and creatively;
4. Pursuing information related to personal interests;
5. Appreciating literature and other creative expressions of information;
6. Striving for excellence in information-seeking and knowledge generation;
7. Recognizing the importance of information to a democratic society;
8. Practicing ethical behavior in regard to information and information technology; and
9. Participating effectively in groups to pursue and generate information; and
c. Activities to promote the development of reading, viewing, and listening skills; and
(4) Implements a written plan for the ongoing development, organization, acquisition, maintenance, replacement, and updating of instructional resources necessary to support the needs of the user population and the curriculum.
(b) At a minimum, the plan implemented under (a)(4) above shall:
(1) Provide an analysis and assessment of the present instructional resources based on:
a. The needs of the user population and the curriculum;
b. Accessibility of instructional resources to all students and staff;
c. Strengths and weaknesses of the present instructional resources; and
d. Resources available within the district, the local community, and beyond;
(2) Reflect developing instructional technologies; and
(3) Establish priorities, criteria, timelines, and procedures for the selection, acquisition, maintenance, and replacement of instructional resources which shall include but not be limited to:
a. Online materials,
b. Print materials,
c. Equipment, and
d. Instructional technologies.
Ed 306.09 Custodial and Maintenance Services. Each local school board shall provide for
each school such custodial services as are necessary to ensure a clean,
sanitary, and safe physical plant and grounds. The school plant shall be
cleaned on a daily basis. School repairs and maintenance shall be performed on
a regular basis.
Ed 306.10 Secretarial Services. Each local school board shall provide for
each school staff to maintain all school records in accordance with local
policy, state laws and rules, and federal laws and regulations.
Ed 306.11 Food and Nutrition Services.
(a)
Each school board shall
(a) Ensure that each school makes a meal available during school hours to every student under its jurisdiction, in accordance with RSA 189:11-a, I-II; and
(b) Provide a qualified individual to oversee the operation of school meals, to maintain proper resources that meet state and federal regulations, and maintain state health requirements for each school site within the district
(b)
All food service employees shall, within their first year of employment,
obtain a certificate of completion for an approved sanitation course.
(c) If a school nutrition/food service director is employed, each food service director shall, whenever feasible, obtain certification or credentials from an approved program within the first 5 years of employment.
(d) Students shall be provided with an adequate time to consume meals in each elementary school in which school meals are offered.
(e) Students shall be provided with an adequate time to consume meals in each middle/junior high and high school in which meals are offered.
(f) If a waiver is granted due to inadequate space, the school district shall make provisions in the next school physical plant expansion provisions to house an adequate food service preparation and consumption area .
Ed 306.12 School Health Services.
(a) In accordance with federal and
state law, including, but not limited to, the Family Educational Rights and
Privacy Act (FERPA), Section 504 of the Rehabilitation Act of 1973, RSA 141-C,
RSA 169-C, RSA 200:26-41, and RSA 326-B, the local school board shall ensure
that each school provides qualified personnel to carry out appropriate school health-related
activities.
(b)
Each local school board shall adopt written policies and procedures for
the purposes of:
(1) Providing immediate and adequate emergency care for students and school personnel who sustain injury or illness during school hours or during scheduled school activities; and
(2) Meeting the special physical health needs of students.
(c)
Each school nurse, licensed practical nurse, or certified nursing
assistant employed by a school district shall hold current certification in
first aid and cardiopulmonary certification (CPR) from a certifying entity that
provides certification based on a curriculum that adheres to the guidelines
established by the American Heart Association. If a school nurse or licensed
practical nurse is not available to a school for any reason, at least one other
person who has a current first aid and CPR certification shall be available.
Ed 306.13 Guidance Plan. Each school board shall
ensure that every school provides a comprehensive guidance and counseling
program. A comprehensive guidance and counseling program shall comply with all
applicable provisions of Ed 306.39.
Ed 306.14 Basic Instructional Standards. The local school board shall ensure that each school has an instructional program which includes evidence of the following:
(a)
A policy for the appropriate assignment of all incoming students;
(b)
A policy on homework, including its relationship to the grading system;
(c)
An organized plan for recording student progress in meeting program
objectives;
(d)
A policy for promoting students from one grade level to another;
(e)
Instructional materials and resources matched to the appropriate skill
levels of students;
(f)
A policy for the awarding of credit for required subjects and open
electives;
(g)
A plan for students to pursue and demonstrate advanced course work
beyond course requirements;
(h)
A plan for offering advanced placement courses in high school; and
(i)
Encouragement of students to have a plan for summer activities that
support student learning.
Ed 306.15 Provision of Staff and Staff
Qualifications.
(a)
To carry out the educational program established by these rules and
local school board policy, the local school board shall ensure that each school
provides:
(1) The services of a principal and a guidance
counselor(s);
(2) For the hiring and training of highly
qualified teachers;
(3) In each elementary school the services of a
reading specialist or equivalent to facilitate the delivery of the language
arts and reading program established in Ed 306.37(a); and
(4) Teachers, including art, music, and physical
education teachers, shall be provided in accordance with class size
requirements in Ed 306.17.
(b)
The local school board shall provide the services of a reading
specialist or library media specialist, or both, as the board determines are
needed to carry out the education program established by these rules and local
school board policy;
(c)
The school board shall ensure that in carrying out the guidance plan
established by Ed 306.13:
(1) The counseling load in each elementary school
shall not exceed the equivalent of one full-time guidance counselor per 500
students served; and
(2) The counseling load in each middle/junior
high school and each high school shall not exceed the equivalent of one
full-time guidance counselor per 300 students served.
(d)
The local school board shall ensure that each school with an enrollment
of 500 or more students provides the services of an associate principal or
full-time equivalent to carry out administrative duties assigned by the
superintendent in accordance with local school board policy.
(e)
The local school board may provide for each school the services of
additional staff to facilitate the use of the instructional resources described
in Ed 306.08 and the technological resources needed to facilitate the
information and communication technologies program described in Ed 306.41.
(f)
Pursuant to RSA 189:24 and in accordance with Ed 500 and Ed 600, the
local school board shall ensure that each professional staff member is
certified for his/her assignment by the department.
(g)
In accordance with Ed 509, the local school board shall ensure that each
professional staff member shall improve his/her content knowledge and teaching
skills through participation in a local professional development plan.
Ed 306.16 Professional Development. In accordance with Ed 512:
(a) Each local school board shall ensure:
(1) That each professional and paraeducator staff member improves his or her content knowledge and teaching skills through participation in professional development activities as described in the district professional development master plan;
(2) That the goals in the professional development master plan align with the district/school improvement goals;
(3) That the professional development master plan guides each professional staff member’s individual professional development plan in its design, implementation, and evaluation; and
(4) The regular assessment and evaluation of the needs, design, implementation, and impact on student learning of professional development activities and programs.
(b) The school administration shall ensure that:
(1) Each certified educator’s individual professional development plan required under Ed 512.03 is aligned with the professional development master plan;
(2) The professional development activities included in the professional development master plan are designed to improve professional knowledge, as measured in its success in meeting students’ needs and improving students’ learning; and
(3) The professional development activities included in the local professional development master plan under Ed 512.02(d)(10):
a. Are:
1. Classroom focused;
2. Data driven;
3. Research based;
4. Intensive; and
5. Sustained; and
b. Include:
1. Job-embedded activities;
2. Research;
3. Collaboration;
4. Practice; and
5. Reflection.
Ed 306.17 Class Size.
(a)
Beginning in the 2008-2009 school year, in each school, class size for
instructional purposes shall be for:
(1) Kindergarten – grade 2, 20 students or less;
(2) Grades 3 – 5, 25 students or less; and
(3) Middle, junior, and senior high school, 30 students or less.
(b) These class size requirements may
be exceeded for study halls, band and chorus, and other types of large group
instruction, including but not limited to, lectures, combined group
instruction, and showing of educational television and films.
(c) In the interest of safety, the
maximum number of students in laboratory classes in such areas as science and
career development shall be determined by the number of work stations and the
size and design of the area. In no case shall the number of students in
laboratory classes exceed 24.
Ed 306.18 School Year. Pursuant to RSA 189:1 and
189:24, each elementary school shall maintain a school year of at least 945
hours of instructional time, and each middle, junior high, and senior high
school shall maintain a school year of at least 990 hours of instructional
time.
Ed 306.19 School Calendar. Each elementary school shall have a school
calendar of at least 945 hours of instructional time. Each middle, junior high,
and senior high school shall have a school calendar of at least 990 hours of
instructional time.
Ed 306.20 Alternative School-Year Scheduling Pattern.
(a)
In order to adopt a school-year scheduling pattern which is not in
compliance with Ed 306.18, the local school board shall submit a written
request to the commissioner of education at least 60 working days prior to the
proposed effective date of the first date of the alternative school year.
(b)
A request, pursuant to (a) above, shall include:
(1) The name of school/district;
(2) The SAU #;
(3) The local school board chairperson's
signature;
(4) Reason for the request in accordance with RSA
189:2; and
(5) A plan which consists of a detailed
description of the scheduling alternative, including the method and timetable
for implementation and procedures for evaluation.
(c)
Upon review of the request, the commissioner shall grant approval for a
period of one year if the request meets the following criteria:
(1) The information provided is thorough and
complete;
(2) The local school board has demonstrated that
the school/district is able to implement the plan; and
(3) The plan is consistent with the education
laws, published by the department, which contain all of the laws enforced by
the department, and with the published rules of the state board as adopted
under RSA 541-A.
(d)
The commissioner shall notify the local school board chairperson and the
superintendent of schools in writing of the decision.
(e)
If the commissioner denies the request, the chairperson of the local
school board may appeal the decision and request a hearing before the state
board of education. Said appeal shall be filed in writing with the commissioner
within 20 days of the receipt of the decision and shall specify the basis for
the appeal. The state board of education shall schedule a hearing on the appeal
in accordance with timeliness and procedures established in Ed 200.
(f)
Pursuant to RSA 21-N:11, III, any person directly affected by said
decision may request a hearing before the state board of education. A request
for a hearing shall be filed in writing with the commissioner within 20 days of
the decision and shall specify the basis for such hearing. The board shall
schedule the hearing in accordance with timeliness and procedures established
in Ed 200.
Ed 306.21 Innovative Programs.
(a) Prior to implementing an innovative program that is alternative to the regular course of study to meet the specialized needs of the students, a school administrative unit shall submit to the department its stated goals, objectives, and procedures for assessing and implementing its program plan consistent with RSA 193-C:3, III.
(b) Each student participating in an innovative program shall participate in the state assessment exam.
(c) A school administrative unit that
implements an innovative program(s) shall submit an end-of-the-year report to
the department describing the effectiveness of the program(s).
Ed 306.22 Distance Education.
(a) In this section, “distance education” means correspondence, video-based, internet-based, and online courses.
(b)
The local school board shall be responsible for:
(1) The approval, coordination, and supervision of distance education courses offered for instructional purposes or high school credit, or both, in the district; and
(2) Granting student credit for completion of distance education courses.
(c) School districts may cooperate to
share delivery of distance education courses.
(d) The local school board shall adopt
policies relative to all distance education courses offered by the school
district to require that:
(1) The courses comply with all federal and state statutes pertaining to student privacy and to public broadcasting of audio and video;
(2) Unit courses require similar academic commitment as is required by the school for students enrolled in unit courses offered by the school;
(3) Only students approved by the school principal or designee shall be eligible to receive credit for distance education courses; and
(4) Students earning credit for distance education courses shall participate in all assessments required by the statewide education improvement and assessment program.
(e) The local school board shall adopt
policies relative to all distance education courses offered by the school
district relative to:
(1) The number of students a teacher may be required to supervise;
(2) Monitoring of student progress, grading of assignments, and testing;
(3) Security of individual student records, provided that no individual student records obtained through participation in distance education courses shall be used for any purposes other than those that support the instruction of the individual student; and
(4) Gathering and disseminating of district-level aggregated data obtained through participation in distance education courses.
Ed 306.23 Statistical Reports; Accountability.
(a) Each school district shall establish a local education accountability system in order to collect data needed for evaluation of the district’s compliance with state and federal laws on school accountability. The department shall integrate its accountability system with local accountability systems so as to allow for comparison and analysis of such data.
(b) Each district shall file statistical reports with the department as required under RSA 189:28. A request from a district to the department for statistical data needed by a district for filing a statistical report shall be submitted to the department at least 60 days before the district’s report is due.
(c) Each school district required under RSA 193-H:4 to create a local education improvement plan shall file such a plan with the department within 90 days of being found to be in need of improvement under RSA 193-H:3. The plan shall be aligned to meet state goals and student performance indicators.
Ed 306.24 Assessment.
(a) Each local school board shall
ensure that each school:
(1) Provides for the ongoing assessment of learning outcomes through the use of local assessments that are aligned with state and district content and performance standards as provided in (b) below;
(2) Participates in the state-wide education improvement and assessment program as provided in (c) below; and
(3) Participates in the National Assessment of Education Progress (NAEP) of the United States Department of Education, National Center for Education Statistics.
(b)
The following elements shall be used as evidence by the department in
determining whether a school complies with the requirements of (a) above:
(1) The school maintains a policy that articulates the process for the selection, use, and interpretation of local assessment instruments;
(2) The school supports the authentic assessment of student learning outcomes through multiple formative and summative assessment instruments, including, but not limited to:
a. Teacher observation of project-based learning;
b. Competency-based portfolios;
c. Project-based learning; and
d. Teacher-designed quizzes and tests;
(3) The school provides professional development for teachers in the use of diagnostic tools to adjust instruction to meet the needs of students and to monitor progress; and
(4) The school has a systematic process for collecting and analyzing assessment data to:
a. Identify needs for improvement; and
b. Determine the effectiveness of educational programs in meeting student performance goals.
(c)
Each school shall maintain the following as evidence of participation in
the state-wide education improvement and assessment program established under
RSA 193-C:
(1) Written guidelines for the inclusion of and accommodations for student participation, including, but not limited to, inclusion of and accommodations for:
a. Students in major racial and ethnic groups;
b. Students with disabilities;
c. Economically disadvantaged students; and
d. Students with limited English proficiency;
(2) Procedures for test security and the accurate inclusion of student data;
(3) Procedures by which assessment results are communicated to:
a. Parents;
b. Faculty; and
c. The community; and
(4) A policy that articulates the ongoing evaluation of the effectiveness of curriculum in improving student performance.
Ed 306.25 Kindergarten. By the 2008-2009 school year, every district
shall offer a kindergarten program to every eligible student. A kindergarten program shall comply with all
pertinent provisions of Ed 306.
Ed 306.26 Kindergarten – Grade 8 School Curriculum.
(a)
The school board shall ensure that in each school there is:
(1) A broad and well-balanced elementary school
curriculum in compliance with RSA 193-C:3, III; and
(2) An instructional program that includes:
a. Procedures for diagnosing learner needs;
b. Methods and strategies for teaching students;
c. Research-based learning opportunities;
d. Techniques for the evaluation of student outcomes; and
e. Provision of differential instruction for students.
(b)
The local school board shall adopt, for each school, a local time
schedule which specifies the distribution of instructional time among the
following learning areas to be taught in each of the grades, K-8, at all grade
levels in the school:
(1) For the elementary grades K-8:
a. Ed 306.31, relative to arts education;
b. Ed 306.37, relative to English/language arts and reading program;
c Ed 306.40, relative to health and physical fitness program;
d. Ed 306.41, relative to information and communication technologies program;
e. Ed 306.42, relative to mathematics program;
f. Ed 306.44, relative to science education; and
g. Ed 306.45, relative to social studies program; and
(2) For middle/junior high school:
a. Ed 306.31, relative to arts education;
b. Ed 306.37, relative to English/language arts and reading program;
c. Ed 306.38, relative to family and consumer science education;
d. Ed 306.40, relative to health and physical fitness program;
e. Ed 306.41, relative to information and communication technologies program;
f. Ed 306.42, relative to mathematics program;
g. Ed 306.44, relative to science education;
h. Ed 306.45, relative to social studies program; and
i. Ed 306.46, relative to technology education.
(c)
The local school board shall develop a policy for each middle/junior
high school relative to the option of providing supplemental instruction in one
or more world languages, including the extent of this instruction and the
students to whom it is offered.
(d)
If a cocurricular program is offered, it shall consist of those
activities that are designed to supplement and enrich regular academic
instruction, provide opportunities for social development, and encourage
participation in clubs, athletics, performing groups, and service to school and
community.
(e) The local school board shall grant
credits to students in the seventh or eighth grade toward high school
graduation, if the course demonstrates content requirements similar to related
high school course(s).
(f)
In each middle/junior high school, an extended learning program shall:
(1). Consist of activities designed to:
a. Provide credit or supplement regular academic courses; and
b. Promote the school’s and individual students’ educational goals and objectives;
(2) Be governed by a policy adopted by the local school board that:
a. Provides for the administration and supervision of the program;
b. Requires that certified school personnel oversee an individual student’s program;
c. Requires that each extended learning proposal meet rigorous measurable standards, and be approved by the school prior to its beginning; and
d. Specifies whether or not credit can be granted for extended learning activities, including, but not limited to, independent study, private instruction, team sports, performing groups, internships, community service, and work study;
(3) Incorporate student participation in selecting, organizing, and carrying out extended learning activities;
(4) Provide opportunities for students to acquire knowledge and skill development comparable to knowledge and skill development in courses offered at the high school; and
(5) Be available to all students.
Ed 306.27 High School Curriculum, Units of Credit,
Graduation Requirements, and Cocurricular Program.
(a)
The local school board shall ensure that the required curriculum content
and units of credit developed for each high school are consistent with RSA 193-C:3,
III. The required curriculum content and units of credit shall be consistent
with the following:
(1) The program of studies shall include those
courses for which credit is awarded as well as other educational experiences
and instructional activities required by Ed 306;
(2) Credit courses shall be planned for the
attainment of specific educational objectives leading to the high school
diploma;
(3) The instructional program shall include:
a. Procedures for diagnosing learner needs;
b. Methods and strategies for teaching each student;
c. Resource-based learning opportunities;
d. Techniques for the evaluation of student outcomes; and
e. The provision of remedial instruction as needed;
(4)
Extended learning opportunities shall:
a. Consists of activities designed to:
1. Provide credit or supplement regular academic courses; and
2. Promote the school’s and individual students’ educational goals and objectives;
b. Be governed by a policy adopted by the local school board that:
1. Provides for the administration and supervision of the program;
2. Requires that certified school personnel oversee an individual student’s program;
3. Requires that each extended learning proposal meet rigorous standards, and be approved by the school prior to its beginning;
4. Specifies that credits can be granted for extended learning activities, including, but not limited to, independent study, private instruction, team sports, performing groups, internships, community service, and work study; and
5. Requires that granting of credits shall be based on a student’s demonstration of competencies.
c. Incorporate student participation in selecting, organizing, and carrying out extended learning activities;
d. Provide opportunities for students to acquire knowledge and skill development comparable to knowledge and skill development in courses offered at the high school; and
e. Be available to all students; and
(5) A cocurricular program shall be offered that
provides opportunities for all students to participate in activities designed
to meet their needs and interests, such as:
a. Intramural and interscholastic athletics;
b. Performing groups;
c. Academic clubs and societies;
d. Student government;
e. Activities and services that afford students with disabilities an equal opportunity to participate; and
f. Any other activities that:
1. Supplement and enrich regular academic courses;
2. Provide opportunities for social development;
3. Encourage participation in sports, athletics, and other cooperative groups; or
4. Encourage service to school and community;
(b)
The local school board shall ensure that a program of studies shall be
developed and offered for each high school that includes credit courses and
other educational experiences and instructional activities as specified in:
(1) Ed 306.31, relative to arts education;
(2) Ed 306.33, relative to business education;
(3) Ed 306.34, relative to career and technical education;
(4) Ed 306.35, relative to career education;
(5) Ed 306.36, relative to driver education;
(6) Ed 306.37, relative to English/language arts and reading program;
(7) Ed 306.38, relative to family and consumer science education;
(8) Ed 306.39, relative to guidance and counseling program;
(9) Ed 306.40, relative to health and physical fitness program;
(10) Ed 306.41, relative to information and communication technologies program;
(11) Ed 306.42, relative to mathematics program;
(12) Ed 306.44, relative to science education;
(13) Ed 306.45, relative to social studies program;
(14) Ed 306.46, relative to technology education;
(15) Ed 306.47, relative to world languages program; and
(16) Ed 306.27(a)(4), relative to extended learning opportunities.
(c)
There shall be a minimum of 21 units of credit for a regular high school
diploma, unless the local school board has set a requirement of more than 21
credits for a regular high school diploma, in which case the local credit
requirement shall apply. The local school board shall ensure that:
(1) Each high school offers courses or learning opportunities as specified in (b) above; and
(2) Each high school with an enrollment of 300 or more students offers an additional unit of credit in world languages.
(d) Each high school’s credit course offerings may be composed of single unit course, fractional unit courses, or integrated sequences of courses, or any combination of these.
(e) Each high school may use any relevant title to identify a particular course.
(f) The school board of each high school shall award a regular high school diploma to those students who earn at least 21 units of credit for courses selected from the school's program of studies.
(g) If the school board adopts a policy that would allow students to graduate from high school as a result of demonstrating mastery of required competencies, the policy shall require students to meet both state and local standards. The policy shall be approved through the alternative compliance process in Ed 306.29.
(h)
The school board of each high school shall award a regular high school
diploma to all students, with and without disabilities, who have earned at
least their local high school’s required units of credit for graduation,
selected from the school’s program of studies or comparable classes and courses
approved for regular credit by the applicable academic department or school
program.
(i) The awarding of different types of diplomas shall be governed by the following:
(1) A school shall award a regular diploma for completion of the district minimum earned course credit requirements;
(2) A school may award a special diploma that recognizes academic achievement;
(3) Credits earned in adult education, including but not limited to night school, may be used to earn a regular diploma; and
(4) Students may earn certificates of completion or equivalency diplomas, but these are not equal to a regular high school diploma.
(j)
All students with disabilities shall be entitled to continue with their
high school educational program until such time as each student has earned a
regular high school diploma or has attained the age of 21, whichever comes
first, or until the IEP or Section 504 team, through a formal evaluation
process, determines that such student is no longer in need of, and thereby not
eligible for, special education and related services or accommodations and
auxiliary supports.
(k) The 21 units of credit required for graduation shall be distributed as specified in Table 306-1:
Table
306-1 Required Subjects and Units of Credit for High School Graduation
|
Required Subjects |
Units of Credit |
|
Arts education |
½ unit |
|
Information and communications technologies |
½ unit or demonstrate proficiency |
|
English |
4 units |
|
Mathematics |
3 units, including algebraic concepts |
|
Physical sciences |
1 unit |
|
Biological sciences |
1 unit |
|
US and NH history |
1 unit |
|
US and NH government/civics |
½ unit |
|
Economics |
½ unit |
|
World history, global studies, or geography |
½ unit |
|
Health and physical fitness |
1 ½ units |
|
Career and technical education |
½ unit |
|
Open electives |
6 ½ units |
|
Totals |
21 units of credit |
(l) The ½ unit requirement in information and communications technologies education shall be met by successfully completing:
(1) The equivalent of a ½ unit course comprised of the creation of a digital portfolio of artifacts to demonstrate proficient, ethical, and responsible use of 21st century tools in the context of core subjects; or
(2) A ½ unit course in information and communications technologies education at the high school level.
(m) The 5 ½ units of open electives may be selected from any of the school's course offerings.
(n) Each local school board shall
adopt a policy relative to counting credits for course work earned in one
content area toward meeting graduation requirements in another content area
through the awarding of interdisciplinary credit which may be permitted subject
to the following conditions:
(1) No more than 1/2 of the graduation requirements in a subject area may be earned through interdisciplinary credit, except that the 1/2 unit in arts education, the 1/2 unit in computer education, the 1/2 unit in basic business and economic education, and the 1/4 unit in health and physical fitness may be earned through interdisciplinary credit;
(2) Graduation requirements met by interdisciplinary credit shall be clearly designated on student transcripts;
(3) Interdisciplinary credit shall be counted only once in meeting graduation requirements;
(4) The high school principal may approve a particular course for interdisciplinary credit if he/she determines that:
a. The course has been designed by a team consisting of faculty from each subject area involved, guidance personnel, and the high school’s administration; and
b. The course addresses the objectives for the subject area in which the credit is to be counted.
(o) If a local school board adopts
policies relative to the awarding of credit for distance education as described
in Ed 306.22, the policies shall require that:
(1) Students may earn credit toward the number of units required for graduation through the successful completion of such courses; and
(2) Credit shall be granted only if the high school principal determines that the unit distance learning course requires the same academic commitment as is required by the high school for students enrolled in a unit course offered by the high school.
(p) In each high school, the minimum
yearly course load for a student shall be 4 units of credit, except that this
requirement may be modified for:
(1) Disabled students for which an individualized education program (IEP) has been developed in accordance with Ed 1109;
(2) Students for whom early graduation has been approved as provided in (q) below; or
(3) Those individuals in special or unusual circumstances as provided by local school board policy.
(q) A local school board may adopt
policies pertaining to early graduation for individual students. Such policies
shall required parental involvement for students under the age of 18.
Consistent with local policy, the high school principal shall approve such
requests if he/she determines that all state and local graduation requirements
will be met and that early graduation is related to the career or educational
plans of the student making the request. Upon approval by the high school
principal, the minimum 4-unit requirement per year for enrolled students shall
be waived, and the student shall be awarded a high school diploma.
(r) The principal shall evaluate the
transcripts of students who transfer into a secondary school from another
educational program, or state, to determine previous educational experiences
toward meeting graduation requirements.
(s) Upon receipt of a written request
from the local school board, the commissioner of education shall waive a
particular graduation requirement and shall permit the local board to award a
high school diploma to a student if the commissioner determines that:
(1) Such action is in the best interests of the student; and
(2) At least one of the following circumstances exists:
a. The student has a debilitating illness which limits school attendance;
b. The student has a physical disability which precludes participation in physical education;
c. The student moved into a New Hampshire school district from out of state during grade 12 and was not able to schedule a particular graduation requirement; or
d. Another condition exists beyond the control of the student similar to the conditions described in a., b., or c.
(t) Each high school may award credit
toward completion of graduation requirements for alternative educational
experiences, provided that:
(1) The alternative learning is related to the school’s educational goals and objectives;
(2) The local school board has established specific written policies controlling the awarding of such credit;
(3) A unit credit for an alternative learning experience shall require academic commitment comparable to that required for a unit course at the high school;
(4) The school retains responsibility for the coordination, supervision, and evaluation of alternative learning experiences;
(5) For career and technical educational experiences, Ed 1400 shall apply.
(u)
Each high school shall take steps to provide cocurricular services and
activities in the manner necessary to afford children with disabilities an
equal opportunity for participation in those services and activities.
(v)
Each local high school shall change cocurricular activities as
appropriate in order to ensure full access and participation by students with
disabilities.
Ed 306.28 Approval Process.
(a)
Pursuant to RSA 186:8, I, and RSA 21-N:6, V, the department shall
administer Ed 306.
(b)
The following school approval categories shall apply to the
administration of Ed 306:
(1)
Approved with distinction, which means that a school:
a. Meets all requirements of Ed 306;
b. Is accredited; and
c. Achieves annual state performance targets;
(2)
Approved, which means that a school meets all requirements of Ed 306;
(3)
Conditionally approved; and
(4)
Unapproved.
(c)
A school which does not meet all of the applicable requirements of Ed
306 shall be designated as “conditionally approved” for a period of 1 year,
provided that:
(1) The following apply:
a. All identified deficiencies and a timetable for their correction shall be incorporated into the approval designation;
b. In no case shall a school be designated as "conditionally approved" for more than 3 consecutive school years;
c. A conditionally approved school which fails
to meet the requirements of an approved school within 3 consecutive school
years shall be designated as "unapproved" and shall be subject to the
provisions of RSA 194:23;
d. The department shall work with the local
school board to correct all deficiencies until such time as an unapproved
school meets all applicable standards and is designated as an approved school;
e. Readoption of any of the rules in Ed 306
shall not extend time periods for compliance; and
f.
Conditional approval shall not be granted with respect to compliance with Ed
306.34; or
(2)
The local school board and superintendent have submitted an application for an
alternative method of compliance under Ed 306.29.
(d)
One year prior to the expiration of a school's approval, the department
shall notify the chairperson of the local school board and the superintendent
of schools of the respective district that documentation of compliance with all
applicable standards shall be submitted to the department within 4 months.
(e)
The commissioner of education shall designate staff members of the
department to visit schools to verify the information submitted.
(f)
Each year the commissioner, based on staff recommendations, shall
prepare a proposed approval designation, as provided in (b) above, for each
public school and public academy whose approval is due to expire.
(g)
The commissioner shall notify in writing the chairperson of the local
school board and the superintendent of schools of the respective district of
his/her proposed approval designation:
(1) If local school officials consider the
commissioner's proposed approval designation to be in error, the superintendent
shall prepare written evidence to justify its modification;
(2) Such evidence shall be submitted to the
commissioner or designee within 30 days of receipt of the commissioner's
proposed designation;
(3) The commissioner shall review all requests
for modification and notify, in writing, the chairperson of the local school
board and the superintendent of schools of his/her final approval designation
and the school shall be designated as approved, conditionally approved, or
unapproved; and
(4) If a request for modification of a proposed
approval designation has not been received within 30 days, it shall become the
commissioner's final approval designation and the school shall be designated as
approved, conditionally approved, or unapproved.
(h)
The commissioner shall notify the local school board chairperson and the
superintendent of schools of the respective district of each school's final
approval designation.
(i)
If the commissioner has designated a school as "conditionally
approved" or "unapproved," the chairperson of the local school
board may appeal the decision and request a hearing before the state board of
education. Said appeal shall be filed in writing with the commissioner within
20 days of the receipt of the final approval designation and shall specify the
basis for the appeal. The state board of education shall schedule a hearing on
the appeal in accordance with timeliness and procedures established in Ed 200.
(j)
Pursuant to RSA 21-N:11, III, any person directly affected by said
decision may request a hearing before the state board of education. A request
for a hearing shall be filed in writing with the commissioner within 20 days of
the decision and shall specify the basis for such hearing. The board shall
schedule the hearing in accordance with timeliness and procedures established
in Ed 200.
(k)
Each year, the state board of education shall direct the commissioner to
publish a list of all public schools and public academies by approval category.
The term of approval for each school shall also be listed. A school's approval
designation shall remain in effect until changed by the commissioner.
(l)
It shall be the responsibility of the chairperson of the local school
board and the superintendent of schools to notify the commissioner of any
change in conditions which affects a schools compliance with these rules. The
commissioner of education shall revoke a school's approval if he/she determines
that a school is no longer in compliance with the provisions of these rules and
shall provide notice of a right to a hearing prior to such revocation .
(m)
The commissioner shall notify the local school board chairperson and the
superintendent of schools of his/her decision to revoke a school's approval.
(n)
The chairperson of the local school board may appeal the decision and
request a hearing before the state board of education. The appeal shall be
filed in writing with the commissioner within 20 days of the receipt of the decision
and shall specify the basis for the appeal. The state board of education shall
schedule a hearing on the appeal in accordance with timeliness and procedures
established in Ed 200.
(o)
Pursuant to RSA 21-N:11, III, any person directly affected by such a
decision may request a hearing before the state board of education. A request
for a hearing shall be filed in writing with the commissioner within 20 days of
the decision and shall specify the basis for such hearing. The board shall
schedule the hearing in accordance with timeliness and procedures established
in Ed 200.
Ed 306.29 Alternative Compliance.
(a)
In order to meet the provisions of these rules and encourage innovation
to achieve high standards for students, a local school board may request
approval of an alternative method of compliance with the relevant rule or
rules.
(b)
To apply for approval, the local school board shall submit a written
request to the commissioner of education that includes:
(1) The name(s) of school(s)/district;
(2) The SAU number;
(3) The contact person and telephone number;
(4) The grades covered by the request;
(5) The number of students affected;
(6) Identification of the rule(s) for which the
alternative plan is being submitted;
(7) The local school board chairperson's
signature;
(8) A clear and concise written justification of
the request;
(9) A statement, in support of the request, which
explains how the alternative is equivalent to the rule(s); and
(10) A plan which describes the alternative and
consists of a statement of intent, method of implementation, evaluation
procedures, timetable for development and implementation, and an explanation of
how the alternative is consistent with the statement(s) of philosophy, goals,
and objectives adopted pursuant to Ed 306.05.
(c)
The commissioner shall grant approval of the alternative for that period
of time consistent with the school(s) approval designation, issued pursuant to
Ed 306.29, if the request meets the following criteria:
(1) The information provided is thorough and
complete;
(2) The school district has demonstrated that it
is able to implement the alternative; and
(3) The alternative is educationally sound and is
consistent with the intent of the rule(s).
(d)
The commissioner shall notify the local school board chairperson and the
superintendent of schools in writing of the decision.
(e)
If the commissioner denies the request, the chairperson of the local
school board may appeal the decision and request a hearing before the state
board of education. The appeal shall be filed in writing with the commissioner
within 20 days of the receipt of the decision and shall specify the basis for
the appeal. The state board of education shall schedule a hearing on the appeal
in accordance with timeliness and procedures established in Ed 200.
(f)
Pursuant to RSA 21-N:11, III, any person directly affected by the
decision may request a hearing before the state board of education. A request
for a hearing shall be filed in writing with the commissioner within 20 days of
the decision and shall specify the basis for such hearing. The board shall
schedule the hearing in accordance with timeliness and procedures established
in Ed 200.
Ed 306.30 Delay in Full Compliance.
(a)
Notwithstanding any other provision of these rules and in accordance
with the provisions of RSA 194:23-c, the state board of education shall have
the power to approve, for a period of 1 year, a school, although it does not
fully meet the requirements for an approved school, as established in these
rules, if the financial condition of the school district or other emergency
conditions justify delay in full compliance.
(b)
A request for delay in full compliance shall be submitted in writing by
the chairperson of the local school board to the commissioner. Each request
shall specify the standard(s) to be delayed and provide written evidence to
justify delay in full compliance, including the reason(s) for the request and a
local plan and timetable for bringing the school/district into full compliance.
(c)
Upon review of the request, the state board shall grant a delay in full
compliance and approve the school for a period of one year if any of the
following financial or emergency conditions exist:
(1) Reduction in local tax base;
(2) Closing of a major industry;
(3) Sudden influx of school-age population;
(4) Emergency beyond the control of the school
district, such as a fire or natural disaster; or
(5) Other financial or emergency condition not
listed above.
(d)
The commissioner shall notify the local school board chairperson and the
superintendent of schools of the state board's decision.
(e)
If the state board denies the request, the chairperson of the local
school board may appeal the decision and request a reconsideration of the state
board's decision. The appeal shall be filed in writing with the commissioner
within 20 days of receipt of the decision and shall specify the basis for the
appeal. The state board shall schedule a hearing on the appeal in accordance
with timeliness and procedures established in Ed 200.
(f)
Pursuant to RSA 21-N:11, III, any person directly affected by the
decision may request a hearing before the state board of education. A request
for a hearing shall be filed in writing with the commissioner within 20 days of
the decision and shall specify the basis for such hearing. The board shall
schedule the hearing in accordance with timeliness and procedures established
in Ed 200.
Ed 306.31 Arts Education Program. Pursuant to Ed 306.26 and Ed 306.27, the
local school board shall ensure that an arts education program is developed and
offered for grades K-12 that provides:
(a) Systematic instruction in the arts disciplines of music and visual art, as well as dance and theatre when appropriate, where students will:
(1) Create, perform, and respond with understanding;
(2) Communicate proficiently in at least one of the art forms of dance, music, theatre or visual art;
(3) Analyze and evaluate works of art from structural, historical, and cultural perspectives, including the acquiring the ability to understand and evaluate works of art in various arts disciplines;
(4) Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines;
(5) Relate various types of arts knowledge and skills within and across the arts and other disciplines;
(6) Use technology as ways to create, perform, or respond in various arts disciplines; and
(7) Become familiar with career opportunities in the arts or with the impact of the arts on everyday life;
(b) Planned curriculum that is consistent with RSA 193-C:3, III; that will provide for:
(1) 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 art-making supplies, that meet the diverse needs, interests and capacities of all students;
(2) The best interests of students regarding safety and health issues associated with materials, tools, equipment, supplies and procedures;
(3) 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;
(4) 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;
(5) Developing artistry and artistic skill sequentially over time;
(6) Critical thinking skills and artistic choices in the creation and evaluation of artworks;
(7) Addressing opportunities available beyond the regular classroom; and
(8) Embedding in the students global arts-related history and culture; and
(c) Sound assessment practices as stated in Ed 306.24.
Ed 306.32 Automotive Technology Education Program.
(a)
Each receiving district school board that oversees a regional career and
technical education center under RSA 188-E shall ensure that an automotive
technology education program is developed and offered that provides:
(1) Instruction and student activities that meet or exceed standards established by the National Automotive Technicians Education Foundation (NATEF) for secondary level programs, including, but not limited to:
a. NATEF standards for minimum contact hours between student and teacher, which shall be specified in a written agreement between the sending district and:
1. An automotive dealership; or
2. A postsecondary program; and
b. Instruction enabling students to develop competencies in the following areas:
1. Suspension and steering;
2. Brakes;
3. Electrical/electronic systems; and
4. Engine performance;
(2) One or more ending examinations approved by:
a. NATEF;
b. Automotive Youth Educational Systems (AYES);
c. National Occupational Competency Testing Institute (NOCTI); or
d. The automotive technology advisory council established under RSA 188-E:19; and
(3) Systematic classroom instruction and laboratory activities designed to enable students to:
a. Achieve high employability and performance skills in the following areas:
1. Decision making and problem solving;
2. Self management;
3. Ability to work with others;
4. Written and oral communication;
5. Ability to effectively use information to meet safety requirements, to analyze and diagnose problems, and to perform automotive service;
6. Personal work habits;
7. Positive attitude;
8. Dependability; and
9. Ability to learn; and
b. Understand all aspects of automotive technology, including:
1.
Management structure;
2. Training;
3.
Health, safety, and environmental issues;
4. Technology;
5. Shop operations;
6. Consumer relations;
7. Quality;
8. Productivity; and
9. Safety.
(b) An automotive technology education program shall meet the requirements of Ed 306.34(a) and (b), relative to career and technical education programs.
(c) A student successfully completing a program in automotive technology shall be eligible to receive high school credit for the program in accordance with Ed 306.27.
(d)
Each teacher of automotive technology shall:
(1) Be certified as a teacher of career and technical education under Ed 507.02; and
(2) Hold National Institute for Automotive Service Excellence (ASE) certification in each content area taught in the program, including the content areas listed in (a)(1)b. above.
Ed 306.33 Business Education Program.
(a)
Pursuant to Ed 306.27, each local school board shall ensure that a
business education program is developed and offered in each high school that
prepares and provides:
(1)
A student-centered learning environment, guiding learners as they prepare
skills needed to be effective citizens, consumer, workers, and business
leaders;
(2) Opportunities for students to become familiar
with business principles, practices, attitudes, and procedures basic to
successful participation in the business world;
(3) Opportunities for students to acquire basic
knowledge in:
a. Accounting;
b. Business law;
c. Career development;
d. Communication;
e. Computation;
f. Economics;
g. Personal finance;
h. Entrepreneurship;
i. Information technology;
j. International business;
k. Management;
l. E-business; and
m. Marketing;
(4)
Opportunities for students to participate in cooperative education and work
experience programs;
(5) Courses totaling at least 5 units of credit
in business education which shall be distributed as follows:
a. Three units in business communication where
students will:
1. Learn to communicate effectively as writers, listeners, and speakers; and
2. Apply and enhance technology and processing skills that are critical for acquiring, recording, interpreting, evaluating, and managing information;
b. One unit in accounting, banking, or finance
to develop and apply principles and procedures through recording, analyzing,
and interpreting financial data necessary for success in society and the
workplace;
c. One unit in fundamental business and economic
education dealing with:
1. The
2. Saving and investment planning;
3. Supply and demand;
4. Management, consumption and distribution of goods and services;
5. Marketing and distribution to the consumer;
6. Business decision making;
7. Careers in business and marketing;
8. Human relation skills;
9. The global economy;
10. International finance; and
11. Trade relations; and
(6) Systematic classroom instruction and
activities designed to enable students to:
a. Function as economically literate citizens by developing and applying personal consumer economic skills, knowledge of social and government responsibility, and business operations;
b. Select and apply the tools of technology as they relate to personal and business decision making;
c. Locate, retrieve, evaluate, and use information from traditional and emerging resources;
d. Demonstrate leadership, teamwork and interpersonal skills needed to function in diverse business settings;
e. Develop an awareness of career opportunities and lifelong learning skills that will enable students to:
1. Have an understanding of career choices and their interrelations; and
2. Make wise career decisions and successful career transitions;
f. Apply the principles of law in personal and business venues;
g. Develop and apply skills in administrative support; and
h. Develop an understanding of the global business environment, including its cultural, political, legal, economic, and ethnical systems.
Ed 306.34 Career and Technical Education Program.
(a)
Pursuant to Ed 306.27, each local school board shall ensure that a high
school career and technical education program is developed and offered either
locally or through regional technical vocational education centers under RSA
188-E, that provide:
(1) Planned activities designed to prepare
individuals for employment in current or emerging occupations, and for further
postsecondary education or training, or both;
(2) Instruction and activities which emphasize
the development of:
a. Competency-based academic knowledge related to the career field the student is studying;
b. High employability and performance skills, including the following skills:
1. Decision making and problem solving;
2. Self-management;
3. Communications;
4. Ability to work with others;
5. Ability to use information for research, analysis, technology, safety, and career development;
c.
Understanding all aspects of the career field that the
student is studying, including:
1. Planning
2. Management;
3. Finances;
4. Technical and production skills;
5. Underlying principles of technology;
6. Labor, and community issues; and
7. Health, safety, and environmental issues; and
8. Personal work habits; and
d. Occupational-specific skills that provide the
individual student with the ability to obtain employment and to adapt to the
changing demands of the workplace; and
(3) A safe environment for students in laboratory
classes and at work stations which shall:
a. Meet safety standards established by national
associations and adopted as state rules by New Hampshire licensing boards for
the particular career taught in each school, ;
b. Not exceed 20 students in each laboratory
class; and
c. Comply with all state and federal child labor
laws; and
(4) Coordination with postsecondary or
apprenticeship programs, or both; and
(5) A dedicated staff person in each center,
either certified in school guidance counseling or holding a current certificate
of training from a nationally recognized program as a career development
specialist/facilitator, who, working with the school’s comprehensive
developmental school guidance and counseling program, provides students with:
a. Career interest and aptitude appraisal activities; and
b. Individual planning, services and support, and follow-up guidance.
(b)
Each career and technical education program shall provide experiences
leading to licensure, certification, and further education or training.
(c)
A school district shall be eligible for reimbursement of vocational
education tuition and transportation in accordance with RSA 188-E:9 and Ed
1403.
Ed 306.35 Career Education Program.
(a) Pursuant to Ed 306.26 - Ed 306.27, each local school board shall ensure that a comprehensive career education program is developed and offered in each school and that this program provides for the infusion of developmentally appropriate knowledge and skill development throughout all areas of the K-12 curriculum, in accordance with RSA 193-C:3, III and recognized national standards.
(b) At all grade levels, this comprehensive career education program shall include opportunities for students to:
(1) Develop self-knowledge, self-confidence, and self-awareness in defining and refining life and work roles; and
(2) Become familiar with the skills and knowledge essential for making individual career and educational decisions.
(c) At the middle/junior and high school level, this program shall include systematic classroom instruction and activities designed to enable students to:
(1) Develop basic knowledge, attitudes, and competencies that promote success on the job;
(2) Collect and evaluate data related to current and emerging employment opportunities;
(3) Use available resources in planning and decision making regarding educational and career objectives;
(4) Understand the wide variety and interrelatedness of occupations; and
(5) Develop career interests and an awareness of the training and skills required for success.
Ed 306.36 Driver Education Program. Pursuant to Ed
306.27, the local school board shall ensure that a driver education program is
developed and offered in each high school that provides:
(a) Access to driver education programs which, at a minimum, shall consist of concurrent classroom instruction and behind-the-wheel driver training in accordance with Saf-C 3100, which may be implemented through contractual arrangements with a licensed motor vehicle drivers’ school as provided in Saf-C 3112, scheduled outside of the regular school day, and supported with student fees; and
(b) Systematic classroom and in-car instruction and activities designed to enable students to achieve proficiency in the concepts specified in Saf-C 3115.02.
Ed 306.37 English/Language Arts and Reading Program.
(a)
Pursuant to Ed 306.26, the local school board shall ensure that an
English/language arts and reading program is developed and offered in each
elementary school that provides:
(1) Systematic and continuous instruction which
develops students' knowledge of language arts, including listening, speaking,
reading, writing, and viewing;
(2) Instruction which emphasizes how to clarify,
order, interpret, and communicate experiences through the skillful use of
language;
(3) Opportunities for each student to exercise,
with fluency and ease, oral and written skills and to become acquainted with
others' interpretations of experiences through fiction and informational
materials, film, television, and other media;
(4) An environment which promotes the importance
of reading;
(5) Opportunities for each child to become
literate;
(6) Methods for assessing students for
appropriate placement in the reading/language arts program, including
diagnostic assessment for remediation;
(7)
Support for classroom teachers on
interpreting test results;
(8) Continuous monitoring of each student's
progress from grade to grade;
(9) Early intervention or remediation;
(10) Instruction for classroom teachers in reading
in the content areas; and
(11) Training for instructional staff on methods
for effectively meeting the language arts/reading needs of all students and on
current developments in language arts/reading.
(b)
Pursuant to Ed 306.26, the local school board shall ensure that an English/language
arts and reading program is developed and offered in each middle/junior high
school that provides:
(1) Instruction which emphasizes the use of
language to clarify, order, interpret, and communicate experiences including
instruction in listening, speaking, reading, writing, and viewing;
(2) Opportunities for each student to develop
oral and written skills and to become acquainted with others' interpretations
of experiences through fiction and informational materials, film, television,
and other media; and
(3) Systematic classroom instruction and
activities designed to enable student to:
a. 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;
b. Recognize and create literary elements, such
as plot, character, setting and point of view in a variety of genres;
c. Apply the writing process, including choosing
a topic, generating ideas and locating information, drafting, revising, and
editing;
d. Increase vocabulary through semantics, use of
the dictionary, structural analysis, including prefixes and suffixes, and other
strategies;
e. Apply previously learned reading skills to
content materials;
f. Acquire new reading skills and fluency
through remedial, developmental, and enrichment programs;
g. 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;
h. Read to satisfy personal interests and
recognize that fiction and informational materials can offer insight into life;
and
i. Employ appropriate study skills, including
the ability to locate materials, take notes, organize information, and use a
variety of sources.
(c)
Pursuant to Ed 306.27, the local school board shall ensure that an
English/language arts program is developed and offered in each high school that
provides:
(1) Opportunities for students to become familiar
with the history, structure, and use of English as the basic medium of
communication in our society;
(2) Opportunities for students to develop
proficiency and control in the use of language, an appreciation of a variety of
literary forms, an understanding and appreciation of various aspects of past
and present cultures as expressed in literature, and interests for lifelong
learning;
(3) Courses totaling at least 6 units of credit
in English which shall be distributed as follows:
a. At least 4 units required of all students and
planned as a purposeful sequence of study which promotes the development of the
basic language skills of listening, speaking, reading, writing, and viewing;
the acquisition of knowledge, and the understanding of literature and our
literary heritage; and
b. At least 2 elective units designed to provide
increased proficiency in the basic language skills and/or an expanded knowledge
and understanding of literature and which may be met by such courses as
advanced writing, public speaking, debating, dramatics, humanities, and world
literature; and
(4) Systematic classroom instruction and
activities designed to enable students to:
a. Develop effective listening and discussion
techniques, distinguish fact from opinion, and identify the principle idea;
b. Write and present speeches for a variety of
purposes and audiences;
c. Understand and apply the writing process by
choosing a topic, generating ideas and locating information, drafting,
revising, and editing in order to write well-organized, legible, well-supported
papers;
d. Use correctly the conventions of standard
English, such as grammar, punctuation, spelling, capitalization, and word usage,
in all written work;
e. Increase reading speed and comprehension and
develop thinking skills, such as inference, applying knowledge, and making
judgments;
f. Develop word recognition skills, such as
context clues, prefixes, suffixes, and phonetic analysis, in order to develop
an increased vocabulary;
g. Understand ideas presented in a variety of
visual formats such as television advertisements and political cartoons;
h. Know and appreciate both traditional and
contemporary literature, including English, American, and works in translation;
i. Understand literary analysis through
discussion and writing activities;
j. Recognize how our literary heritage relates
to the customs, ideas, and values of today's life and culture; and
k. Develop study skills which contribute to
academic success, such as using the dictionary, note taking, locating
information, distinguishing good sources of information from bad sources, and
applying information in solving of real-life problems.
Ed 306.38 Family and Consumer Science Education
Program.
(a)
Pursuant to Ed 306.26, each local school board shall ensure that a
family and consumer science education program is developed and offered in each
middle and junior high school that provides:
(1) Instructions which emphasizes the use of
critical and creative thinking skills to address problems as individuals in
diverse family, community , and work environments;
(2) Planned activities designed to promote
becoming responsible citizens and leaders in family, community, and work
settings;
(3) Experiences which develop students’
information-gathering techniques, including, but not limited to:
a. Collecting, analyzing, organizing, and presenting information;
b. Decision making and problem solving;
c. Self-management;
d. Communication and conflict resolution; and
e. Technological literacy;
(4) Instruction in both subject matter and
process, with an emphasis on breadth rather than depth;
(5) Experiences which develop students' knowledge
and skills in:
a. Managing foods and nutrition;
b. Consumer and family resource management;
c. Interpersonal relationships; and
d. Human growth and development; and
(6) Systematic classroom instruction and
activities designed to enable students to:
a. Manage foods and nutrition as follows:
1. Identify behaviors that influence nutrition and wellness practices;
2. Evaluate personal nutritional needs and how they can affect health, appearance, and performance; and
3. Demonstrate basic skills in selecting, storing, preparing, and serving foods that meet personal and family nutritional needs;
b. In the area of consumer and resource management:
1. Demonstrate basic skills needed for management of individual and family resources, including food, clothing, recreation, and transportation;
2. Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment;
3. Examine how to make decisions to satisfy personal needs and wants; and
4. Demonstrate responsible management of personal financial resources to meet needs and wants;
c. In the area of interpersonal relationships:
1. Explain the impact of personal standards and codes of conduct on interpersonal relationships;
2. Examine the effect of self-esteem and self-image on relationships;
3. Explore factors that contribute to healthy and unhealthy relationships;
4. Demonstrate basic communication skills that encourage positive relationships;
5. Demonstrate skills that can address and reduce conflict; and
6. Demonstrate processes for cooperating, compromising, and working together; and
d. In the area of human growth and development:
1. Explore the different areas of development, including physical, emotional, social, and intellectual;
2. Explore factors that can affect human growth and development; and
3. Demonstrate basic skills that promote human growth and development.
(b)
Pursuant to Ed 306.27, each local school board shall ensure that a
family and consumer science education program is developed and offered in each
high school that provides:
(1) Opportunities for students to develop the
knowledge, skills, attitudes, and behaviors needed for balancing personal,
home, family, and work lives;
(2) Instruction which emphasizes the development
of all individuals into effectively literate consumers and managers of
resources;
(3) Instruction which emphasizes knowledge and
skills to promote optimal food, nutrition, and wellness practices;
(4) Opportunities for students to develop an awareness of career opportunities and to function as leaders in family, community, and work settings;
(5) Courses totaling at least 3 units of credit of which:
a.
At least ½ unit is devoted to adult roles and responsibilities covering:
1. Personal financial literacy;
2. Interpersonal relationships;
3. Communications and conflict resolution; and
4. Positive adult roles;
b. At least 2 ½ units are from the following areas of study:
1. Career, community, and family relations;
2. Consumer and resource management;
3. Foods, nutrition, and wellness;
4. Hospitality, tourism, and facilities management;
5. Housing and textiles; and
6. Human growth and development; and
(6) Systematic classroom instruction and
activities designed to enable students to:
a. Balance personal, home, family, and work
lives;
b. Promote optimal nutrition and wellness across
the life span;
c. Function effectively as providers and
consumers of goods and services;
d. Manage resources to meet the needs of
individuals and families;
e. Strengthen the well-being of individuals and
families;
f. Develop attitudes and habits conductive to
career planning, preparation, and success;
g. Understand the principles of human growth and
development;
h. Manage housing, furnishings, clothing, and
textiles; and
i. Understand the hospitality and tourism
industry.
Ed 306.39 Guidance and Counseling
Program.
(a) Each school board shall ensure that each school in its district provides for the implementation of a comprehensive developmental school guidance and counseling program based on state and national standards as an integral part of the total educational program.
(b) The department shall develop and distribute a comprehensive school guidance and counseling program model implementation manual to be used by schools and districts as a resource in professional development and planning activities.
(c) Each school board shall ensure that each district develop, and submit for approval to the department, a comprehensive K-12 developmental school guidance and counseling policy and implementation plan. This policy and plan shall
(1) Address the applicable state frameworks;
(2) Align with both nationally recognized standards for school counseling and local improvement plans; and
(3) Identify measures of success for student competencies in each of the 3 areas of academic, individual/social, and career learning, based on planned and periodic assessment of the comprehensive developmental school guidance and counseling program.
(d) The comprehensive school guidance and counseling plan shall include:
(1) A guidance curriculum that provides all K-12 students the knowledge and skills appropriate to their developmental level through a collaborative model of delivery involving the school counselor, classroom teachers, and other appropriate education professionals, and including prevention and pre-referral activities;
(2) Individual planning with all students to assist in establishing individual goals and developing future plans through coordinated, ongoing systemic activities, including personalized, individual goal setting and parental involvement;
(3) A responsive services component of supportive, short-term counseling with the goal of facilitating the educational functioning or academic achievement of all students K-12, or both, including:
a. Individual and group counseling;
b. Crisis assessment and referral;
c. Consultation with school personnel, parents, local agencies, or appropriate others;
d. Conflict resolution;
e. Drop-out prevention;
f. Substance and abuse issues;
g. College and career counseling; and
h. Individual, school, family, or peer issues impacting the educational environment; and
(4) A systems support component that establishes, maintains, and enhances the total school guidance and counseling program, including:
a. The maintenance of organized, clear, and useful records in a confidential manner, utilizing technology relevant to provision of services in a confidential manner;
b. The maintenance of records in a manner compliant with current state and federal laws, rules, policies, and standards, and with current national ethical guidelines for school counseling, as they apply to the implementation of comprehensive school guidance and counseling services within a school setting;
c. Systematic, goal-oriented professional development directly applicable to the goals and outcomes of implementing a comprehensive school guidance and counseling program and school and district improvement goals;
d. Counselor evaluation based on the professional competencies of the school counseling profession; and
e. Program evaluation based on student outcomes, stakeholder surveys, and self-assessment against national model recommendations.
(e) The staff requirements for provision of the comprehensive developmental guidance and counseling program shall be as follows:
(1) The counseling load in each elementary school shall not exceed the equivalent of one full-time guidance counselor per 500 students enrolled;
(2) The counseling load in each middle/junior high school and each high school shall not exceed the equivalent of one full-time guidance counselor per 300 students enrolled;
(3) High schools with more than 4 guidance counselors shall provide a high school level director of school guidance and counseling;
(4) District level directors of school guidance and counseling shall be provided in districts where the number of guidance counselors across all schools exceeds 7; and
(5) High schools with an enrollment that exceeds 500 shall provide a registrar in addition to the required guidance counselors.
Ed 306.40 Health and Physical Fitness Program.
(a)
Pursuant to Ed 306.26 and Ed 306.27, the local school board shall ensure
that a coordinated school health program is developed and offered for grades
K-12 that provides:
(1) Health education;
(2) Physical education;
(3) School health services;
(4) Food and nutrition services;
(5) A comprehensive guidance and counseling
program;
(6) Healthy school facilities; and
(7) Family and community partnerships.
(b)
In the area of health education, the local school board shall ensure
that each school wellness program provides:
(1) Systematic instruction in grades K-12, designed to enable students to:
a. Comprehend concepts related to health promotion and disease prevention, linking to all content areas;
b. Demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving good health;
c. Demonstrate the ability to access valid health information and health-promoting products and services;
d. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks;
e. Analyze the effect of culture, media, technology, and other influences on health;
f. Demonstrate the ability to use interpersonal communications skills to enhance health;
g. Demonstrate the ability to use goal-setting and decision-making skills to enhance health;
h. Demonstrate the ability to advocate for personal, family, and community health;
(2) A planned K-12 curriculum in health education designed to teach the skills listed in (b)(1) above across the following content areas of health education:
a. Alcohol and other drug use prevention, in accordance with RSA 189:10;
b. Injury prevention;
c. Nutrition;
d. Physical activity;
e. Family life and sexuality education, including instruction concerning venereal disease in accordance with RSA 189:10, with an emphasis on abstinence education;
f. Tobacco use prevention;
g. Mental health;
h. Personal and consumer health; and
i. Community and environmental health; and
(3) Sound assessment practices in health education that:
a. Match goals and objectives;
b. Require evaluation and synthesis of knowledge and skills;
c. Emphasize higher-order thinking skills;
d. Clearly indicate what the student is asked to do but not how to do it;
e. Are at the appropriate reading level;
f. Have criteria that are clear to students and teachers;
g. Are engaging and relevant to students;
h. Link to ongoing instruction;
i. Provide feedback to students’
j. Provide cost-effective benefits to students;
k. Reflect real-world situations; and
l. Emphasize use of available knowledge and skills in relevant problem contexts.
(c)
In the area of physical education, the local school board shall ensure
that each school wellness program provides:
(1) Systematic instruction in grades K-12, designed to enable students to:
a. Engage in a physically active lifestyle;
b. Strive to achieve and maintain a health-enhancing level of physical fitness;
c. Demonstrate competency in many movement forms, proficiency in a few, and ability to apply these movement forms in a variety of physical activities that include, but are not limited to, fundamental movement skills, sports, games, dance, and health-related fitness;
d. Apply movement concepts and principles to the learning development of motor skills;
e. Identify that physical activity provides opportunities for enjoyment, self-expression and social interaction that occurs in a safe and tolerant environment that emphasizes injury prevention;
f. Demonstrate responsible personal and social behavior in physical activity settings; and
g. Demonstrate respect for differences among people in physical activity settings;
(2) A planned K-12 curriculum in physical education that will provide for:
a. A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child;
b. Fitness education and assessment to help children understand and improve or maintain their physical well-being;
c. Development of cognitive concepts about motor skills and fitness;
d. Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
e. Promotion of regular amounts of appropriate physical activity now and throughout life; and
f. Utilization of technology in attaining instruction, curricular, and assessment goals; and
(3) Sound assessment practices in physical education that:
a. Match goals and objectives;
b. Require evaluation and synthesis of knowledge and skills;
c. Emphasize higher-order thinking skills;
d. Clearly indicate what the student is asked to do;
e. Are at an appropriate skill level;
f. Have criteria that are clear to students and teachers;
g. Are engaging and relevant to students;
h. Link to ongoing instruction;
i. Provide feedback to students;
j. Provide cost-effective benefits to students;
k. Reflect real-world situations; and
l. Emphasize use of available knowledge and skills in relevant problem contexts.
Ed 306.41 Information
and Communication Technologies Program.
(a) The local school board shall ensure an integrated approach to the use of 21st century tools within all curriculum areas through the adoption of an information and communication technologies literacy (ICT) program in grades K - 12 that provides opportunities developmentally appropriate levels for students to:
(1) Develop knowledge of ethical, responsible use of technology tools in a knowledge society;
(2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects of:
a.
b. Mathematics;
c. English and language arts;
d. Science;
e. Social studies, including civics, government, economics, history, and geography;
f. Arts; and
g. World languages;
(3) Use 21st century tools to develop cognitive proficiency in:
a. Literacy;
b. Numeracy;
c. Problem solving;
e. Decision making; and
f. Spatial / visual literacy;
(4) Use 21st century tools to develop technical proficiency at a foundational knowledge level in:
a. Hardware;
b. Software applications;
c. Networks; and
d. Elements of digital technology; and
(5) Create digital portfolios of artifacts which:
a. Address the following components:
1. Basic operations and concepts;
2. Social, ethical, and human issues;
3. Technology productivity tools;
4. Technology communications tools;
5. Technology research tools; and
6. Technology problem-solving and decision-making tools.
b. Represent proficient, ethical, responsible use of 21st century tools within the context of the core subjects;
c. Include, at a minimum, such digital artifacts as:
1. Standardized tests;
2. Observation;
3. Student work; and
4. Student reflection.
(b) The local school board shall provide opportunities for students to demonstrate ICT competency by the end of 8th grade using assessment rubrics applied to digital artifacts as required in (a)(5) above.
(c) The local school board shall provide opportunities for students to complete a ½ unit ICT course prior to high school graduation, including, but not limited to
(1) Use of common productivity and web-based software;
(2) Use of a variety of multimedia software and equipment;
(3) Configuring computers and basic network configurations; and
(4) Applying programming concepts used in software development.
Ed 306.42 Mathematics Program.
(a) Pursuant to Ed 306.26, the local school board shall ensure that a mathematics program is developed and offered in each elementary grade that provides:
(1) Opportunities for all students to solve problems by:
a. Using multiple strategies;
b. Communicating mathematical ideas through speaking and writing; and
c. Making connections within and among mathematical ideas;
(2) 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;
(3) Opportunities for authentic tasks that
a. Promote student decision making and questioning;
b. Encourage students to develop unique problem-solving strategies while allowing students to defend their strategies and results;
(4) A minimum of one hour per day devoted to mathematical activities;
(5) Planned activities that promote developing mathematical concepts from the concrete to the representational and finally to the abstract level;
(6) Opportunities for all students to develop positive attitudes such as inquisitiveness and appreciation of the multiple ways to approach and solve mathematical situations;
(7) Interactive classroom 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
(8) 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.
(b) Pursuant to Ed 306.26, the local school board shall ensure that a mathematics program is developed and offered in each middle school grade that provides:
(1) Opportunities for all students to solve problems by:
a. Using multiple strategies;
b.
c. Communicating mathematical ideas through speaking and writing; and
d. Making connections within and among mathematical ideas and across disciplines;
(2) 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;
(3) Opportunities for authentic tasks that
a. Promote student decision making and questioning; and
b. Encourage students to develop unique problem-solving strategies while allowing students to defend their strategies and results through inductive and deductive reasoning;
(4) Opportunities for all students to explore the historical and cultural development of mathematics;
(5) Opportunities for all students to:
a. Explore mathematically-related careers; and
b. Have direct interaction with the mathematics involved in various careers;
(6) A minimum of one hour per day devoted to mathematical activities;
(7) Planned activities that promote developing mathematical concepts from the concrete to the representational and finally to the abstract level;
(8) Opportunities for all students to develop positive attitudes such as inquisitiveness, appreciation of the multiple ways to approach and solve mathematical situations, and an appreciation of mathematical patterns;
(9) Sustained projects and labs that are designed to:
a. Incorporate multiple mathematical ideas, research, technology, mathematical communication, and interdisciplinary interaction; and
b. Encourage students to solve problems that are meaningful and unique to their lives;
(10) Interactive classroom 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
(11) 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.
(c) Pursuant to Ed 306.27, the local school board shall ensure that a mathematics program is developed and offered in each high school that provides:
(1) Opportunities for all students to solve problems by:
a. Using multiple strategies;
b.
c. Communicating mathematical ideas through speaking and writing; and
d. Making connections within and among mathematical ideas and across disciplines;
(2) 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;
(3) Opportunities for authentic tasks that
a. Promote student decision making and questioning; and
b. Encourage students to develop unique problem-solving strategies while allowing students to defend their strategies and results through inductive and deductive reasoning and proof;
(4) Opportunities for all students to explore the historical and cultural development of mathematics;
(5) Opportunities for all students to:
a. Research mathematically-related careers;
b. Have direct interaction with the mathematics involved in various careers; and
c. Research the mathematical requirements of various college majors;
(6) Planned activities that promote developing mathematical concepts from the concrete to the representational and finally to the abstract level;
(7) Opportunities for all students to develop positive attitudes such as inquisitiveness, appreciation of the multiple ways to approach and solve mathematical situations, appreciation of mathematical patterns, and the ability to make predictions from patterns;
(8) Sustained projects and labs designed to incorporate multiple mathematical ideas, research, technology, mathematical communication, and interdisciplinary interaction, and to encourage students to solve problems that are meaningful and unique to their lives;
(9) Interactive classroom instruction and sustained activities developed to increase mathematical maturity and allow students to be successful in solving problems outside of the classroom;
(10) Courses totaling at least 6 units of credit in mathematics consisting of 3 sequential units for the general student and 4 sequential units for the college-bound student, with at least one unit of credit to be offered in each of the following areas:
a. Introduction to high school mathematics and applications;
b. Elementary algebra;
c. Geometry;
d. Intermediate algebra; and
e. Advanced mathematics;
(11) Interactive classroom instruction and sustained activities designed to enable all students to demonstrate proficiency on the state assessment; and
(12) 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.
Ed 306.43 Psychologist Program.
(a)
If a district employs a school psychologist, the standards in (b) – (e)
below shall apply.
(b) Employing school districts shall insure that school psychological services are provided in a coordinated, organized fashion, and are deployed in a manner that ensures the provision of a comprehensive continuum of services.
(c) The comprehensive continuum of services shall include:
(1) Consultation with school personnel and parents concerning specific issues and problems of preschool and school aged children and youth, including the following areas:
a. Psychological foundations relating to the following issues and problems:
1. Mental health disorders and diagnosis;
2. Biological basis of behavior;
3. Cultural diversity;
4. Child and adolescent development;
5. Human exceptionalities;
6. Human learning;
7. Social basis of behavior;
8. Causes and nature of deviant behavior;
9. Theories of counseling;
10. Knowledge of crisis and response; and
11. Prevention, including pre-referral problem solving;
b. Foundations of education, including the following areas:
1. Identification, evaluation, and education of exceptional learners;
2. Research-based instructional and remedial techniques;
3. Organization and operation of schools; and
4. Educational law;
c. Assessment, including assessment of the following areas:
1. Intellectual ability;
2. Cognitive processing;
3. Academic achievement;
4. Behavior;
5. Social and emotional functioning;
6. Learning environment; and
7. Adaptive functioning;
d. Statistics and research design; and
e. Professional school psychology, including the following areas:
1. History and foundations of school psychology;
2. Legal and ethical issues;
3. Professional issues and standards; and
4. Roles and functions of the school psychologist;
(2) Psychological and psychoeducational evaluation and assessment, including:
a. Obtaining and interpreting psychological and educational data,
b. Functioning as a professional school psychologist on interdisciplinary teams,
c. Synthesizing information,
d. Linking assessment results and contributing to educationally relevant decisions, and
e. Communicating effectively, in written and oral form, findings and recommendations to parents, classroom teachers, and other educational personnel;
(3) Intervention and facilitation of the functioning of individuals and groups of preschool and school aged children and youth, including:
a. Counseling and work with children and families,
b. Development of behavior improvement plans, including appropriate supports, based on results of behavioral assessments,
c. Plans and recommendations for mental health interventions, and
d. Referral as necessary; and
(4) Professional implementation of a psychological services delivery model, within a school setting, including:
a. The maintenance of organized, clear, and useful records in a confidential manner, utilizing technology relevant to provision of services in a confidential manner;
b. The maintenance of records in a manner compliant with current state and federal laws, rules, policies, and standards, and with current national ethical guidelines for school psychology, as they apply to the implementation of psychological services within a school setting; and
c. Understanding of research design and statistics in sufficient depth to plan and conduct basic investigations and program evaluations for improvement of services and advocate for students’ academic, social, and vocational success and emotional needs through the application of research-based clinical, developmental, and instructional practices.
(d) Employing school districts shall insure that an effective program of supervision and evaluation of school psychological services exists. School psychologists, in cooperation with their employing districts or agencies, are responsible for the overall development, implementation, and professional supervision of school psychological service programs.
(e) The following shall apply to supervision of school psychologists:
(1) Supervision shall be available to all school psychologists to the extent sufficient to ensure the provision of effective and accountable services;
(2) Supervisors shall meet department requirements for certification as a school psychologist and shall have at least 3 years’ experience as a school psychologist in a school system;
(3) Except as provided in (4) below, supervision shall consist of a minimum of one hour of face-to-face contact per week each school year for beginning school psychologists in their first 2 years of employment as a school psychologist; and
(4) Beginning school psychologists who have successfully completed a 1,200 hour internship as part of their school. Psychology training preparation shall receive a minimum of one hour of face-to-face supervision contact per week in their first year of employment.
Ed 306.44 Science Education Program.
(a) Pursuant to Ed 306.26, the local school board shall ensure that a science education program is developed and offered in each school with the grades K-4 that provides:
(1) Planned activities designed to:
a. Develop students' critical thinking skills;
b. Promote the acquisition of positive attitudes, including, but not limited to, curiosity, initiative, self-reliance, and persistence; and
c. Develop an awareness of and involvement with the natural world;
(2) Planned activities designed to increase students' factual knowledge and conceptual understanding of the nature of science, unifying themes of science, and physical, biological, and earth space sciences; and
(3) Opportunities for students to develop a knowledge and understanding of process skills such as observing, classifying, measuring, and inferring through activities that allow each student to:
a. Explore, collect, handle, sort, and classify natural objects;
b. Use strategies to organize and identify the questions children ask from natural world observations;
c. Use tools, including, but not limited to, non standard measures, rulers, and magnifiers, to enhance observations and collect represent and interpret data;
d. Organize data in multiple ways using tools of technology, including calculators, computers, and handheld electronic devices;
e. Communicate through reading, writing, speaking, listening, creating, and viewing to describe their observations of the natural world; and
f. Model and communicate safety and health-related issues relating to exploration, activities, and inquiry associated with materials, tools, and procedures.
(b) Each district shall establish a comprehensive curriculum that meets the needs of the students as described in (a) above and helps students progress as provided in RSA 193-C:3, III. The K-4 science curriculum shall be designed to prepare students to be successful on the state science assessment in the elementary grades.
(c) Pursuant to Ed 306.26, the local school board shall ensure that a science program is developed and offered in each middle school with grades 5- 8 that provides:
(1) Planned activities in grades 5-8 designed to increase students' factual knowledge and conceptual understanding of the nature of science, unifying themes of science, and physical, biological, and earth space sciences;
(2) Instruction in grades 6 to 8 which provides a semester or yearlong and content-connected experiences in biology/life science, physical science, and earth/space science;
(3) Opportunities for students to develop a knowledge and understanding of process skills such as observing, classifying, measuring, graphing, inferring, experimenting, and communicating; and
(4) Systematic classroom instruction, laboratory experiences and activities designed to enable students to:
a. Gather scientific data through laboratory and field work;
b. Employ safe practices and techniques in the laboratory and on field trips;
c. Apply scientific concepts and skills in solving real problems and in everyday situations;
d. Understand the impact of science and technology on daily life;
e. Be aware of science-related societal issues;
f. Investigate the natural world and acquire an understanding of scientific explanations of natural phenomena;
g. Acquire an understanding of the history of science and its impact on society and the realization that science is a human endeavor;
h. Become familiar with science and technology-related careers;
i. Engage in full and partial Inquiries;
j. Use their understanding of background content and theories to guide their design of observations and investigations;
k. Shape and modify their background knowledge through experiments and observations;
l. Develop their abilities in systematic observation, making accurate measurements, and identifying and controlling variables; and
m. Express their understanding through the use of writing, labeling drawings, completing concept maps, developing spreadsheets and creative representations, and designing computer images and representations.
(d) Each district shall establish a comprehensive curriculum that provides for continued growth in all content areas consistent with RSA 193-C:3, III. The K-12 science curriculum shall be designed to prepare students to be successful on the state science assessment in middle school and high school grades.
(e) Pursuant to Ed 306.27, the local school board shall ensure that a science program is developed and offered in each high school that provides:
(1) Opportunities for students to become familiar with the impact, limitations, fundamental principles, and methods of science;
(2) Opportunities for students to acquire knowledge of the natural world through the application of logical thought processes such as observation, hypothesizing, experimentation, and the drawing of conclusions;
(3) Opportunities for students to develop a knowledge and understanding of attitudes and problem-solving techniques essential for life in an increasingly complex technological society;
(4) Courses totaling at least 5 units of credit in science comprised of offerings in each of the following areas:
a. Physical science which shall include
1. Conservation of matter;
2. Conservation of energy, matter and energy in nuclear phenomena;
3.
4. Chemical principles, including the ability to distinguish among materials by utilizing observable properties; and
5. Physical principles, including the application of knowledge of forces and motion to all types of motion in the universe;
b. Biology which shall include:
1. Molecular and cellular biology;
2. Genetics,
3. Plant and animal diversity and the structure and function of plants and animals;
4. The
principles of classification, including fundamental
structures, functions, and mechanisms of inheritance found in the major
grouping of organisms including bacteria, fungi, protists, plants, and animals;
5. Population biology;
6. Organic
evolution and patterns and products of
evolution, including genetic variation, specialization, adaptation, and natural
selection;
7. Ecology,
and animal behavior and how
environmental factors affect all living systems, including individuals,
communities, biomes, and the biosphere, as well as species to species
interactions; and
8. The concept that organisms are linked to one
another and to their physical setting by the transfer and transformation of
matter and energy to maintain a dynamic equilibrium;
c. Chemistry which shall include:
1. Structure of matter,
2. States of matter,
3. Chemical classification,
4. Introductory organic chemistry,
5. Reactions of matter such as acids, bases, oxidation-reduction, electrochemistry, equilibrium, kinetics, and
6. Thermodynamics;
d. Physics which shall include:
1. Principles of mechanics;
2. Laws of conservation;
3. Basics of waves;
4. Fundamentals of electricity and magnetism; and
5. Atomic and nuclear physics; and
e. Earth-space science which shall include the concepts that the earth:
1. Is a unique member of our solar system, located in a galaxy, within the universe;
2. Is a complex planet with 5 interacting systems,, namely:
i. Solid earth or lithosphere;
ii. Air or atmosphere;
iii. Water or hydrosphere;
iv. Ice or cryosphere; and
v. Life or biosphere;
3. Contains a variety of renewable and nonrenewable resources; and
f. General or advanced science which shall include subject matter appropriate to the disciplines listed in e. above; and
(5) Systematic classroom instruction, fieldwork, experimentation and activities designed to enable students to:
a. Know about the diversity of natural phenomena and the methods of studying and classifying them;
b. Recognize the interrelationship and interdependence of living organisms and the role of a biological organism in a physical world;
c. Understand the scientific method of investigation, including the role of observation and experimentation in the advancement of scientific knowledge;
d. Gather scientific data through laboratory and field work;
e. Construct tables and graphs from given data and interpret data presented in tables and graphs;
f. Draw conclusions and inferences from data;
g. Apply scientific concepts and skills in solving real problems and in everyday situations;
h. Communicate observations and experimental results both quantitatively, through the use of mathematical relationships, and qualitatively, in clear and concise spoken or written language;
i. Appreciate the unifying concepts and principles within the natural sciences;
j. Be aware of the philosophical, ethical, legal, political, and economic impacts of science and technology;
k. Acquire an understanding of the history of science and the realization that science is a human endeavor; and
l. Be aware of concerns about the current and future impacts of science and technology on society and the environment;
(f) Science courses in high schools shall teach the fundamentals of science and incorporate all of the content-specific components listed in (e) above and as many of the other non-course frameworks and concepts, including, but not limited to science as inquiry/science and technology and society/unifying themes, as are appropriate.
(g) High school science courses shall be designed to prepare students for meeting or exceeding the end of grade 10 proficiencies in science consistent with RSA 193-C:3, III, regardless of the grade in which the course occurs.
Ed 306.45 Social Studies Program.
(a)
Pursuant to Ed 306.26, each local school board shall ensure that a
social studies program is developed and offered in each elementary school that
provides:
(1) Opportunities for students to :
a. Acquire knowledge and understanding of civics, economics, geography, and history in a program consistent with RSA 193-C:3, III; and
b. Become familiar with the skills of decision making, data gathering, and critical thinking;
(2) Pursuant to RSA 186:13, opportunities to
practice citizenship in the school and community;
(3) Pursuant to RSA 189:11, instruction in
history and government and the constitutions of the
(4) Opportunities for students to acquire the
knowledge, skills, and attitudes necessary for effective participation in the
life of the community, the state, the nation, and the world.
(b)
Pursuant to Ed 306.26, each local school board shall ensure that a
social studies program is developed and offered in each middle/junior high
school that provides:
(1) Opportunities for students to acquire
knowledge and understanding of civics, economics, geography, and history in a
program consistent with RSA 193-C:3, III;
(2) Pursuant to RSA 186:13, opportunities to
practice citizenship in the school and community;
(3) Pursuant to RSA 189:11, instruction in
history and government and the constitutions of the
(4) Systematic classroom instruction and
activities designed to enable students to:
a. Acquire and use information to clarify issues
and seek solutions to societal problems;
b. Value and apply critical thinking,
interpersonal relations, and decision-making skills in both individual and
group problem-solving situations;
c. Participate in and contribute to the
well-being of the home and school as well as the larger communities of the
state, nation, and world; and
d. Become familiar with careers in history, the
humanities, and the social sciences.
(c)
Pursuant to Ed 306.27, each local school board shall ensure that a
social studies program is developed and offered in each high school that
provides:
(1) Opportunities for students to acquire
knowledge and modes of inquiry in the areas of civics, economics, geography,
and history in a program consistent with RSA 193-C:3, III, including the
related areas of sociology, anthropology, and psychology;
(2) Opportunities for students to acquire the
knowledge, skills, and attitudes necessary for effective participation in the
life of the community, the state, the nation, and the world;
(3) Pursuant to RSA 186:13, opportunities to
practice citizenship in the school and community;
(4) Courses totaling at least 5 units of credit
in social studies comprised of offerings in each of the following areas:
a. At least 2 units in national and state
history and government pursuant to RSA 189:11, including economics and
geography;
b. At least one unit in world history;
c. At least one unit, which may be an
interdisciplinary or integrated course, to be chosen from the areas of
geography, economics, world history, civics/government, national history, or
behavioral studies; and
(5) Systematic classroom instruction and activities designed to enable students to acquire the skills of critical thinking, effective decision making, and human relations.
Ed 306.46 Technology Education Program.
(a)
A technology education program shall be developed and offered in each
elementary, middle, and junior high school that provides:
(1) Opportunities for students to develop an
understanding of the technological world in which they live and will someday
work;
(2) Opportunities for students to develop positive
attitudes and knowledge about industry and technology in the cluster areas of
information communication, energy/power/transportation, and materials and
process technology;
(3) Opportunities for students to develop a
knowledge and understanding of the free-enterprise system and to promote the
development of problem-solving skills as well as basic skills in planning,
designing, fabricating, and evaluating technical processes; and
(4) Systematic classroom instruction and
activities designed to enable students to:
a. Acquire an understanding of technical
processes, the practical application of mathematics and scientific principles,
and the interrelationships between technology education and other subject areas
in the school curriculum;
b. Be aware of the right to a safe work
environment as well as the safe and appropriate use of tools, small machines,
and processes;
c. Understand industry and technology, their
systematic structures, and their place in our culture and in the
free-enterprise system;
d. Learn leadership and group-process skills;
e. Recognize and build upon individual talents
and interests; and
f. Become familiar with opportunities and
requirements for careers in communications, energy/power/ transportation, and
materials and process technology cluster areas.
(b)
A technology education program shall be developed and offered in each
high school that provides:
(1) Opportunities for students to develop
insight, understanding, and application of technological concepts, processes,
and systems to solve future problems and to satisfy future needs;
(2) Opportunities for students to develop safe
and efficient application of tools, materials, machines, processes, and
technical concepts;
(3) Planned activities designed to increase students'
knowledge and skills related to energy and power, materials and processes, and
information and communications technology;
(4) Courses totaling at least 4 units of credit
in technology education of which at least one unit of credit shall be offered
in each of the following cluster areas:
a. Energy and power, including electricity,
electronics, power mechanics, transportation, alternative energy, and energy
conservation;
b. Process technology, including manufacturing
technology, construction technology, wood technology, metal technology, medical
technology, agricultural technology, and biotechnology; and
c. Communication and information technology,
including drafting fundamentals, engineering drafting, architectural drafting,
photography, printing, including desktop printing, and graphic arts and design;
and
(5) Systematic classroom instruction and
activities designed to enable students to:
a. Understand the factors of production,
including capital, labor, and management, in relation to industrial
organization, systems and structure;
b. Perform manipulative tasks and develop skills
in specific machine and tool operations;
c. Plan, design, and produce jigs, fixtures, and
templates, as well as various products;
d. Think critically and constructively in
supporting individual and societal needs for productivity and protection of the
environment and our resources;
e. Develop leadership abilities required in a
technological society; and
f. Analyze, research, and solve technological
problems in a systematic and economically sound manner.
Ed 306.47 World Languages Program.
(a)
The local school board may provide for the development and offering of
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.
(b)
Pursuant to Ed 306.26 the local school board may provide for the
development and offering of supplemental instruction in one or more world
languages in a middle/junior high school. If world language instruction is
offered, the program shall be designed to provide:
(1) Opportunities for students to develop a basic
proficiency in a second language or to explore 2 or more languages other than
English;
(2) Instruction which emphasizes basic competency
in the 4 skills of listening comprehension, reading, speaking, and writing;
(3) Activities designed to make students aware of
the culture of the countries in which the language(s) is/are spoken; and
(4) Systematic classroom instruction and
activities designed to enable students to:
a. Gain basic linguistic knowledge in one or
more second language(s);
b. Acquire basic communicative competence by
applying the skills of listening comprehension, speaking, reading, and writing;
c. Understand the contributions of other
cultures and compare elements of those cultures with American culture;
d. Recognize and respect linguistic and cultural
differences and be enriched by other societies' contributions to the human
experience;
e. Be aware of the concept of global
interdependence; and
f. Become familiar with the relationship between
second language skills and future career choices.
(c)
Pursuant to Ed 306.27, the local school board shall ensure that a world
language program is developed and offered in each high school that provides:
(1) Opportunities for students to become familiar
with the linguistic and cultural elements of classical and/or modern languages;
(2) Opportunities for students to develop a
knowledge and understanding of the skills necessary for effective communication
in the language(s) studied as well as an understanding of the nature and
contributions of the related culture(s);
(3) For each high school with an enrollment of
less than 300 students in grades 9-12, courses totaling either 4 units of
credit in world languages comprised of a 4-year sequence in one world language
or 5 units of credit comprised of a 3-year sequence in one world language and a
2-year sequence in a second world language;
(4)
For each high school with an enrollment of 300 or more students in grades 9-12,
courses totaling 5 units of credit comprised of a 3-year sequence in one world
language and a 2-year sequence in a second world language; and
(5) Systematic classroom instruction and
activities designed to enable students to:
a. Acquire progressive proficiency in the skills
of listening comprehension, speaking, reading, writing and structural analysis;
b. Increase knowledge and understanding of the
countries, cultures, and attitudes of the peoples whose languages are being
studied;
c. Appreciate one's own cultural heritage;
d. Plan education and career development in
areas related to world languages; and
e. Develop career and technical interests and
activities associated with the study and use of world languages.
(d) American Sign Language (ASL) shall qualify as a world language for purposes of this section and for the purpose of meeting a high school world language graduation requirement.