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Current Curriculum - SAU 70

Current Curriculum for SAU 70

In recent years, the focus has been to refine SAU 70 curriculum and review the Common Core State Standards in the areas of Math and English Language Arts using a vertical (K-12) and horizontal (grade level) approach. For subjects that do not fall under the Common Core State Standards, SAU 70 curriculum was compared to State and National Standards. As teachers performed this work, they used a “backwards design” approach with the overall vision of, “What learning experiences and skills should successful graduates of Hanover High School have and what should they be capable of doing well with their learning?". In 2013-2014, SAU 70 began moving from “paper documents” for each grade/course toward digital curriculum mapping. The goal is to have K-12 curriculum in a format that is user-friendly and readily available as a resource for students, parents, School Board, community members, and staff.   

Curriculum Goals

SAU 70 goals: Provide quality learning experiences for each and every child: a growth mindset

Categories of:

  • Instructional Leadership

  • Multiple/Flexible Pathways - Individual Student Growth and Performance

  • Seamless Integration of Interventions and Supports for All Students

  • Articulating, Sharing, and Improving Curriculum

  • An Ethos of Experiential Education

  • Student Responsibility for Learning

Specific to Curriculum: In all schools, K-12 curriculum continues to be reviewed and updated to provide quality learning experiences for every student. 

Action Steps: To have all content areas/courses uploaded to Rubicon Atlas by the end of the academic year 2015-2016. To share electronically via the website K-12 scope and sequence and other pertinent curriculum documents. For information about Rubicon Atlas, visit

Marion Cross School, Norwich, VT (K-6)

  1. Encourage and support existing efforts to leverage data to inform practice and improve outcomes for all students.

  2. Focus on inquiry-based instruction.

  3. Study and improve the math curriculum.

  4. Update report cards so that they are standards-based.

Bernice Ray School, Hanover, NH (K-5)

  1. Instructional Leadership

    • Encourage pedagogical growth through greater opportunities for peer observation and professional development, aiming at a culture of learning and openness to innovative teaching methods

  2. Multiple Pathways

    • Support teachers' efforts to share common practices, research other models, and identify best practices at other schools

    • Support initiatives to group learners more flexibly so that they can be taught more effectively

  3. Encourage staff to:

    • Evaluate our processes of intervention models - reviewing best practices and benchmarking, thereby improving outcomes and potentially reducing our referral rates to special education

    • Provide a consistent application of service delivery

Frances Richmond Middle School & Hanover High School, Hanover, NH - Dresden District Board Goals 

Instructional Leadership - Share and implement best practices within and among schools by generating conversation around high quality teaching and learning, and through the following specific actions:

  1. Select, roll out, and begin to use a Learning Management System (Schoology) at both RMS and HHS

  2. Enhance the evaluation system for teachers in the district

  3. Improve practice in the following areas:

    1. TBD based on best-practice research

    2. Assessment

    3. Differentiation

    D. Articulate and enhance Curriculum

Frances Richmond Middle School Action Steps:

1. Continue to develop a culture of pedagogical growth through opportunities for peer observation, cross grade level conversation, and targeted professional development.
                      2. Document and digitally publish scope and sequences of grade-level curriculum, incorporating formative and summative assessments (Rubicon Atlas & Schoology).
             Hanover High School Action Steps:
                 1. Develop a system of sharing instructional practices to be charted, scheduled, and choreographed for staff, administration, and the School Board.
                      2. Document and digitally publish scope and sequences of grade-level curriculum, incorporating formative and summative assessments (Rubicon Atlas & Schoology).

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May 19, 2014, 1:27 PM
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Aug 26, 2015, 7:24 AM
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May 19, 2014, 1:27 PM