What is the relationship of high school course competencies to the NH Curriculum Frameworks and GSEs?
The intent of Ed 306.27(b) and (d) is to allow students to demonstrate their competence in understanding and applying concepts, content standards and processes in multiple ways. The development of model or common assessments that match rubric requirements (proficiency statements) that all faculty agree upon as the standard for what is ‘good enough’ is the core work of this rule, more difficult than merely establishing end of course or concept mastery competency standard statements. When having the conversations around what is ‘good enough’, educators need to first make sure they are familiar with and their curriculum is aligned to the revised NH Curriculum Frameworks. These frameworks, and the concepts and skills stated within, were developed using the previous NH Frameworks, the national standards in each subject area, and the best research and synthesis of the professional education organizations in each area. The Grade Span Expectations (GSEs) in English/Language Arts and Mathematic
Related Questions
- How does a student know if the high school curriculum satisfies the requirement as a rigorous secondary education course of study?
- Does anything besides a course taken in high school satisfy the Regents Scholar curriculum?
- What are the content course requirements for secondary (high school) licensure?
