1 Ed 306 ~ Standards for School Approval ~ Competency and Extended Learning Opportunities Paul K. Leather NH School Administrators Association September 20, 2006

2 Features of the Standards ~ “The design of these rules give School Boards and Educators permission to be flexible and creative in the way schools award credits to students in a variety of settings.” This has been a Work in Progress The Standards and TA Advisories are available on our Web Site: Scroll to “School Approval Standards Information” &/or “Link to Technical Assistance Advisories”

3 Assists from the NHDOE: Website:  School Approval Standards: Memo to Superintendents dated November 29, 2005 Technical Assistance Advisories Frequently Asked Questions Ed 306 Standards for School Approval Ed 306 Standards for School Approval -New vs. Old Standards Ed 306 Standards for School Approval -New vs. Old Standards Ed 306 -Roll Out Of New Approved Standards (PowerPoint presentation) Ed 306 -Roll Out Of New Approved Standards  Advisory guidance: (next set of slides)

4 School Approval Standards Technical Advisories The purpose of these Technical Assistance Advisories is to provide clear and concise guidance for school administrative units and school districts regarding state standards for public school approval. Roadmap to Technical Advisories Advisory #1 - Issued November 29, 2005 Advisory #1 Advisory #2 - Information and Communication Technologies (ICT) (Issued January 18, 2006) Revised April Advisory #2 Advisory #3 - School Year (Issued February 3, 2006) Advisory #3 Advisory #4 - School Facilities (Issued February 14, 2006) Revised April 6, 2006 Advisory #4 Advisory #5 - Health Education Program (Issued March 30, 2006) Advisory #5 Advisory #6 - Required Subjects and Credits for High School Graduation (Algebra Credit ) (Issued March 30, 2006) Advisory #6

5 School Approval Standards Technical Advisories Advisory #7 - Off-Site Programs (Issued April 6, 2006) Advisory #7 Advisory #8 - Social Studies (Table 306-2) what students need to take in order to graduate (Issued April 6, 2006) Advisory #8 Advisory #9 - Social Studies Program (Issued April 6, 2006) Advisory #9 Advisory #10 - Professional Development (Issued April 6, 2006) Advisory #10 Advisory #11 - School Health Services (Issued April 26, 2006) Advisory #11 Advisory #12 - Competency Assessment of Student Mastery (Issued May 2, 2006) Advisory #12 Advisory #13 - Food and Nutrition Services (Issued June 14, 2006) Advisory #13 Advisory #14 - Alternative Compliance (Issued June 28, 2006) Advisory #14 HB 406 Home Education: notification of change in the procedure for establishing a Home Education program -This advisory is in response to the new Home Education law and will be housed on the home education web site.Home Education: notification of change in the procedure for establishing a Home Education program

6 Before I go any farther ~ Scenario A parent called, enquiring about a state policy regarding testing out of courses for credit. She had heard and read about new state requirements that would allow her daughter to test out of French I this fall. Her daughter is entering the freshman class and she had gone on a surprise family trip to Paris for the summer. Her local administrator had told her, “although we have to develop competencies, the rules don’t say we have to implement them.” What should I say to the parent?

7 Ed Statutory and Policy Requirements (a) The local 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 rules of the board in the New Hampshire 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

8 Ed Local School Board Policies: (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 (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) Distance education, if the district chooses to offer distance education as provided in Ed ; (13) Extended learning opportunities, if the district chooses to offer extended learning opportunities as provided in Ed (f) or Ed (b)(4) (14) How a credit can be earned, as provided in Ed (d); (15) Recommending developmentally appropriate daily physical activity and exercise; (16) Behavior management and intervention for students; and (17) Homeless students. 1. Absenteeism and attendance; 2. Safety; 3. Discipline; 4. Records retention; 5. Character and citizenship; and 6. Meeting the instructional needs of each student with different talents. pp. 4-5

9 Extended Learning Opportunities (ELO) TAA#12 Ed (f) pp ; Ed (b)(4) pp (f) If a district chooses to offer extended learning opportunities in a middle school, the extended learning opportunities shall: (1) Consist of activities designed to: a. Provide credit or supplement regular academic courses; and b. Promote the schools and individual students’ educational goals and objectives;

10 Extended Learning Opportunities (ELO) Local Board Policy Requirements ~ (2) Be governed by a policy adopted by the local school board that: a. Provides for the administration and supervision of the program; b. Encourages 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; 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; and e. Requires that credit for an extended learning activity can only be approved by certified educators;

11 Extended Learning Opportunities ~ (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.

12 Department Comment ~ ELO The local school board is required to adopt and implement written policies and procedures relative to extended learning if the district plans to offer extended learning opportunities, as per Ed It is strongly recommended that local school boards adopt policies that indicate which, if any, of these opportunities the district is prepared to offer. The local district’s policy may define whether extended learning opportunities are offered in wide variety, in limited options, or not at all. Without such a policy, individual petitions may be granted if the school board has a policy or process addressing such petitions. A written policy should indicate date of implementation. If a district chooses to provide extended learning opportunities, to some degree, there must be opportunities that are available to all students, not just a select group, such as honor students. Local policies may also determine whether an ELO is subject to an acceleration plan.

(d) Instructional Time and Competencies ~ p. 30; TAA #12 (d) By the school year, the local school board shall require that a high school credit can be earned by demonstrating mastery of required competencies for the course, as approved by certified school personnel. Until the school year, the local school board shall require that a high school credit can be earned as provided in (1) or (2) below, or both: (1) Attendance at a course scheduled to meet for no less than 135 clock hours of instructional time if the school operates on an 8- period schedule or for no less than 150 clock hours of instructional time if the school operates on a 7-period schedule; or (2) If a competency assessment is in place as provided in (i) below, by demonstrating mastery of required competencies for the course, as approved by certified school personnel.

14 TA Advisory on Competencies ~ School districts will be asked by the State Department to certify and demonstrate that they have a process in place to assess competency for all courses at the High School level. The Department will look to known tools and processes, such as the New England Association of Schools and Colleges (NEASC) in the High School Review process. It is not anticipated that actual course level competencies will be reviewed by the Department as part of the School Approval Process. The Department will require local districts to assure that a plan and method of assessing course level competencies has been developed and is supported by a policy that will include the implementation of the standards. Further, it will be expected that the plan and method will be regularly reviewed and evaluated for effectiveness

15 Competency Definitions: The Committee recommended three definitions for consistency purposes. The intent is to be less prescriptive at the state level and to encourage districts to use resources available nationally via the internet and through professional associations.  Course Level Competencies – The expected content, concepts, and skills to be mastered in a course.  Competency Assessment – The process by which a student demonstrates sufficient evidence of learning.  Mastery – This term indicates that a student has presented sufficient evidence of attainment of the required competencies.

16 More on Competencies In emphasizing the need for flexibility and autonomy for local school districts in implementing competency assessment, the state has left local districts the responsibility for developing policies relative to the state approval standards. It is the purview of the local school district to:  identify or develop high school course competencies,  decide on appropriate competency assessment methods, and  define sufficiency (identifying necessary and sufficient evidence for students to demonstrate mastery).

17 Yet More on Competencies! It is assumed that all High School courses now have standards in place for successful completion of those courses. This is an opportunity to review these standards for consistency, quality, and rigor. It is also assumed that local policies defining how competency assessment will be administered will utilize one or all of the following possibilities, or other methods appropriate to the situation: single or multiple tests, student demonstration of the use of specific academic skills, extended learning projects in the community or in a business setting.

18 “Testing Out” Using Competencies While sufficiency of evidence and appropriate assessment methods are local responsibilities, the Department and the Committee encourage school districts to think of these as extending beyond a single test to multiple forms of assessment, for the following reasons:  it is consistent with national research-based best practice;  multiple forms of assessment allow for the use of formative assessment, encouraging students to learn and reach beyond current understanding and performance, and,  multiple forms of assessment minimize the use of single tests to be used solely as a means to test out of courses perhaps inappropriately.

19 Technical Assistance for Competencies The N.H. DOE will work with districts who wish to implement competency assessments in order to develop a framework for competencies, as well as to provide samples and templates for this innovative practice, in concert with NEASC requirements. If a district or school determines that they cannot develop competencies at the course level locally, the Department will provide direct assistance to that district or school to assist them in implementing this important requirement. The department has received a small grant from the US Department of Education for this purpose. The grant provides for the development and implementation of class-level competency standards and assessments, with interested districts. Work done in the initial phases will be shared with all districts.

20 Some Tips To Consider ~ Work with Others, Communicate! Set Your District Policy and School Procedures First Connect with School Wide Processes  Whole School Curriculum  NEASC School Wide Expectations Provide Professional Development for staff Focus on Your Assessment Process

21 Lets Return to the Scenario ~ What should be said to the parent? The School District? About:  The use of Extended Learning Opportunities?  Competency Assessment?

22 Scenario ~ A parent called, enquiring about a state policy regarding testing out of courses for credit. She had heard and read about new state requirements that would allow her daughter to test out of French I this fall. Her daughter is entering the freshman class and she had gone on a surprise family trip to Paris for the summer. Her local administrator had told her, “although we have to develop competencies, the rules don’t say we have to implement them.”

23 Closing ~ Return to first Principles… Work in Progress ~ The Department is addressing each of the sections incrementally. This year, the School Approval Office will be coming out with more direction with regard to how the process will be managed. “The design of these rules give School Boards and Educators permission to be flexible and creative in the way schools award credits to students in a variety of settings.”