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Board adopts K–12 ELA vertical alignment; district weighs state '306s' graduation changes
Summary
The board approved a K–12 ELA vertical-alignment curriculum and spent an extended session reviewing the state's revised minimum graduation standards (the '306s'), seeking time to refine how Concord High will meet new credit and competency requirements before a January vote on program-of-studies changes.
The Concord School Board voted to adopt a districtwide K–12 vertical alignment for English Language Arts and heard an extended presentation on how the district intends to implement the New Hampshire Department of Education dministrative rules known as the —306s.
Curriculum staff described a year-long alignment process that identified 'power standards' to guarantee across grades K–12, explained how power standards are color-coded in the alignment document and outlined a plan to pilot and select a k–6 reading program for fall 2026 implementation. The board approved the vertical-alignment document after the presentation.
Separately, a multi-person high-school team outlined the key changes from the state's 306 rules adopted in 2024 and the work required for Concord High to meet the new minimums for the graduating class of 2030. Notable changes discussed included splitting U.S. and New Hampshire history into separate half-credit elements, a required half-credit of financial literacy, a half-credit in statistics/data analysis, a half-credit in digital literacy and a half-credit in logic and rhetoric. The team said they aimed to meet many of those competencies by embedding them in existing robust courses (a —menu' approach) rather than adding separate required seat-time courses for every competency.
Board members asked detailed questions about social-studies coverage (geography versus world history), whether statistics/data-analysis competencies could be met through electives or non-math courses, and how changes would affect scheduling and the program-of-studies publication timeline. District staff said they would provide course descriptions and a menu of options that demonstrate where competencies are met, and they proposed additional work sessions with the instructional committee before a January vote on program-of-studies changes.
Next steps: staff will prepare detailed course descriptions, a competency-to-course mapping, and targeted materials for an instructional-committee January work session; the board will consider program-of-studies changes and a vote in January.
