Project Overview

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Project Overview

• Hanover High School
• Core Competencies/New Graduation Requirements
• Joe Bonfiglio

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Project Goal

• To help HHS continue to meet
• NH DOE and NEASC requirements, especially
  those involving Core Competencies

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To help HHS continue to meet NH DOE and NEASC
requirements, especially those involving core
competencies.

• Core Competency Requirement.
• NH High School Redesign Project
• NEASC Requirements

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To provide information for staff to help in this
process

• Best Practice Website
• Article/Text Dissemination
• Presentations
• Work with Individual Staff Members and Departments

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To help HHS continue to meet NH DOE and NEASC
requirements, especially those involving core
competencies.

• Core Competency Requirement.
• The state legislation states that credit
  (starting 2008-2009) is earned by mastery of the
  required content, concepts, and skills as defined
  locally. Carnegie Units are replaced by the
  specific competencies.
• Schools will report as follows
• a. Collect and analyze data
• b. Data should be used to determine the steps
  to support a students growth (Formative
  Assessment) and to help a school understand if it
  has reached its goals.
• c. Encourage teachers to be reflective of their
  practice to improve it and student learning.
• d. Assessment should include both academic and
  nonacademic goals.
• e. Schools should have a plan to collect and
  report data internally and to the greater
  community.

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Schoolwide Core Competencies (Expectations for
Student Learning)

• Hanover High School
• NEASC Expectations for Student Learning
• ACADEMIC SKILLS
• 1. Reads actively and critically.
• 2. Writes effectively.
• 3. Speaks effectively.
• 4. Listens attentively and critically.
• 5. Identifies and utilizes a variety of resources
  for obtaining information.
• 6. Employs multiple strategies in reasoning and
  problem-solving.
• 7. Demonstrates knowledge and skills in a variety
  of forms across disciplines.

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Schoolwide Core Competencies (Expectations for
Student Learning)

• SOCIAL CIVIC SKILLS
• 8. Works effectively and responsibly as an
  individual and in groups.
• 9. Acts as a responsible citizen using the
  democratic process to address concerns and effect
  change in the community, state, nation, and
  world.
• 10. Demonstrates an understanding of the
  necessary balance between the resource needs of
  human beings and the finite nature of the
  environment.

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Core Competency Example
Band/Orch 1. Students will perform on instruments
a varied repertoire of music. 2. Students will
read music. 3. Students will listen to, analyze,
and describe music. 4. Students will evaluate
music and music performances. 5. Students will
understand music in relation to history and
culture.
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Core Competencies

• Departments will identify assignments that
  reflect completion of each competency
• Assignments will be stored (perhaps in a folder
  or portfolio or electronically) to demonstrate
  mastery as well as to inform instructional
  growth.

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Competencies

• Tied to K-12 documents, NH State Frameworks, NH
  Doe Requirements, and NEASC Requirements
• Framed using language from Blooms or Andersons
  Taxonomy.
• Used to validate completion of the Expectations
  for Student Learning (revised Fall, 2006)

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Course Specific Example

• Core CompetenciesShakespeare Elective
• Re All the competencies are linked to
  Anderson's Revised Taxonomy and the HHS
  Expectations for Student Learning)
• Literature
• 1. Students will demonstrate an understanding of
  plot, theme, characterization, and symbolism in
  their reading of Shakespeares tragedies,
  comedies, histories, and sonnets. (Anderson 2,
  Understand)
• SWCC 1,5,7
• 2. Students will create a commonplace book of
  themes, quotes, and personal comments. (Anderson
  6, Create)
• SWCC 5,6,7

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Course Specific Example

• Writing
• 3. Students will use skills learned to produce 3
  major essays and shorter in-class essays in
  response to works studied using correct grammar
  and mechanics and appropriate writing techniques.
  
• (Anderson 3, Apply)
• SWCC 2,7
• 4. Students will create an original sonnet,
  demonstrating knowledge of sonnet form.
  (Anderson 6, Create)
• SWCC 2,6,7
• Research
• 5. Students will utilize information from a
  variety of valid sources and will correctly cite
  quoted and paraphrased material. (Anderson 3,
  Apply)
• SWCC 1,5,6,7

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Course Specific Example

• Speaking
• 6. Students will design and present dramatic
  scenes based on class readings, reading aloud,
• memorizing speeches, and working in groups.
• (Anderson 6, Create)
• SWCC 3,4,5,7
• Listening and Participation
• 7. Students will demonstrate appropriate group
  skills by participating in class, listening
  carefully, taking notes, being attentive,
  respecting others, coming prepared, and asking
  and answering questions thoughtfully. (Anderson
  2, Understand)
• SWCC 4,6

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Course Specific Example

• Grammar and Mechanics
• 8. Students will demonstrate their knowledge of
  grammar, usage, punctuation, and capitalization
  through writing conferences and in papers.
  (Anderson 2, Understand)
• SWCC 1,2,3
• Vocabulary
• 9. Students will demonstrate mastery of
  Shakespearean vocabulary through reading aloud,
  oral presentations, and writing. (Anderson 2,
  Understand)
• SWCC 1,2,3,4

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Example Aligning Assignments to Competences

• Commonplace Book (SWCC 1,2,5,6,7)
• Students will compile a commonplace book based
  on all their readings and activities. It must
  include a section on each play and the sonnets
  and a section for each of 4 required themes
  (honor and ambition, disguise and deception,
  manipulation, errors in judgment). It may
  include any additional sections students choose.
  The sections should include quotes of
  significance, personal comments, and references
  to other works of significance and connectivity.
  It is not a notebook for class notes. This
  should look like a sort of encyclopedia of
  Shakespearean ideas. Students will receiving the
  minimal passing grade if they include 1 page per
  each of the requirements (10 pages). Students
  can improve their score through the use of
  significant detail, illustration, outside
  sources, etc. It would be a good idea for
  students to look at original commonplace books
  available on the internet.
• DUE DATE see assignment sheet
• POINTS 30 each quarter

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To help HHS continue to meet NH DOE and NEASC
requirements, especially those involving
assessment.

• NH High School Redesign Project
• The document A Vision for NH High Schools is
  being enacted this fall and contains provisions
  for school improvement and success and has as its
  key component Core Competencies
• The NH Vision is aligned with NEASC, Breaking
  Ranks II, Minimum Standards expectations, and the
  Voice of the NH Community.

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To help HHS continue to meet NH DOE and NEASC
requirements, especially those involving
assessment.

• NEASC Requirements NEASC expects our ESLs to
  be aligned with our Core Competencies

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To provide information for staff for continuous
improvement of quality of instruction

• Best Practice Website
• www.hanoverhigh.us
• Click on About HHS
• Click on Best Practices
• http//www.dresden.us/Best_Practice/bestpractices
  hp
• The site contains current articles to provoke
  reflection by staff on their practice

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Action Statement

• 1. All departments need to follow our music
  department model as their first step.
• 2. Departments must then identify examples of
  existing assignments that inform each of the
  departmental competencies.
• 3. Departments must begin to pilot ways to use
  the rubrics associated with the revised ESLs as
  evaluations of existing assignments.
• 4. Schoolwide, we need to have general
  departmental competencies as well as
  course-specific ones.

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Action Statement

• 5. Schoolwide, we need to create a system of
  data collection of assessments, such as a student
  electronic portfolio which uses the ESLs as
  organizing factors for the collection of
  assessments from various departments and various
  courses within departments. We will also need to
  create an administrative system of management
  (perhaps Common Ground as the vehicle for general
  information, data collection, and teacher
  evaluation of the final portfolio project).
• 6. Schoolwide, we need to create a specific set
  of policy standards that define the connection
  between course work and competency completion as
  requirements for graduation. It is clear that we
  will need multiple assessments of each
  competency, over several years/classes.