PROGRAM OF STUDIES
2016-2017
39 Hanover Street, Lebanon, NH 03766
(603) 727-4772
Ledyard Charter School (LCS), established in February of 2009, is a non-profit, public charter
high school of choice for students in the State of New Hampshire.1 The primary purpose of LCS
is to offer students whom have faced challenges in a traditional high school setting an
individualized alternative educational program. We actively engage students in a robust
personalized course of study, the application of 21st century concepts, skills and dispositions to
real-world problems, the authentic performance of mastered competencies, and meaningful
relationships with the adult community through personal advisors, mentors, apprenticeships and
hands-on service learning.
Ledyard Charter School’s Mission, Vision and Educational Beliefs
Our Mission
Our mission is to provide students with real life learning experiences. We focus on creating
experiential learning that will prepare students well for college, the work place, and life as
successful and happy adults. The foundation of our school lies within our belief in building
strong skills in the area of self-advocacy, organization, goal setting and attainment, selfdetermination, self-confidence, all while supporting the community. These skills are developed
in the classroom as well as in the community with a schoolwide annual goal of 800 hours of
community service.
Our Vision for our Students and our Learning Community
Students at Ledyard Charter School will strive to:
Think Critically:
 Students solve problems.
 Students recognize and make logical connections.
 Students formulate useful questions.
 Students gather, organize analyze and interpret data.
Communicate Effectively:
 Students write and speak clearly for a variety of purposes and audiences.
 Students transmit information through visual media.
 Students acquire information and understanding by listening to individual speakers and
participating in group discussion.
 Students acquire information and understanding by reading printed and electronic
material.
 Students acquire information through visual media.
1
Students who reside outside of New Hampshire are welcome to attend LCS on a tuition basis. For more
information about how to apply as a tuition student, please contact the school.
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Come Prepared:
 When working alone, students demonstrate initiative, motivation, and the ability to
address and complete a task.
 When working together towards the completion of a common goal, students share
responsibility for their learning and that of others.
 When working together toward the completion of a common goal, students communicate
clearly and constructively.
 When working together toward a common goal, students combine information gathered
by all members of a group.
 When working together toward a common goal, students demonstrate support for others.
Gather and Analyze Information:
 Students access information from a variety of resources.
 Students review compiled information to determine relevance and validity.
 Students compare, contrast, and recognize connections among the various pieces of
information collected.
 Students appropriately communicate compiled information in a variety of ways.
Fulfill Social and Civic Expectations:
 Students accept diversity and individual rights.
 Students demonstrate respect and consideration for themselves, others, personal and
public property, and the environment.
 Students accept responsibility for their actions.
 Students advocate for themselves and for the rights of others.
 Students exhibit academic and social integrity.
Schoolwide Expectations
Our goal is for each student to identify his/her learning style; learn to effectively advocate for
oneself; be respectful in communications and actions; acquire self-determination skills necessary
to succeed; and to develop transition plans for life after high school.
LCS

Learning Style: Learning style is developing an understanding of yourself and how you
learn.

Self-Advocacy: As a student, self-advocacy is communicating your needs so you can
have control of your life.

Respect: As a student, using social skills will allow you to respect yourself, your
environment, and others.

Self-Determination: Self-determination skills will allow you to manage and overcome
obstacles in your life and to ultimately achieve success.

Transition: Transition is learning to effectively manage change.
Program of Studies
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The Learning Community at Ledyard Charter School will strive to:
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Create an environment that is student first, student-centered planning and studentcentered learning.
Discover meaning in every experience, endeavor, act, and challenging experience.
Build and maintain relationships, which are crucial in the development of every person.
Harness our personal strengths to make a positive impact.
Practice tolerance and acceptance, empowering ourselves and our communities to
understand each other.
Teach as we learn, striving to enhance our community.
Live adventurously, as did our namesake, John Ledyard, who spent four months living
(and learning) among the Iroquois as a college ambassador.
Provide a quality education that meets the needs of the individual student, while attaining
a standard New Hampshire High School Diploma.
Assure all students have a plan for life after high school.
Our Education Beliefs:
1. Addressing Varied Learning Styles – Students access, absorb and grasp information
differently; we cannot teach to one learning style, or we lose the opportunity to reach
many.
2. Cooperative Learning – This can be an incredibly effective teaching and learning strategy
if implemented properly.
3. Study Skills and Techniques – We work daily to help reinforce and build upon learned
organizational, study habits, test taking strategies, time management and self-advocacy
skills.
4. Buy-In – For students to make the most of what they are learning, they must buy into the
experience. We must show them why it matters for them by making connection to real
life applications through hands-on experiential learning.
LCS GRADUATION REQUIREMENTS
In order to graduate from Ledyard Charter School, a student must earn a minimum of 20 credits
(21 credits beginning with Class of 2018 and 22 credits beginning with the Class of 2019). These
credits may be transferred from another high school or earned at LCS. Transfer credits are
subject to review to ensure they meet state standards. Additionally, students who graduate from
LCS will be required to perform and document 20 hours of community service per year. Credits
are broken down into required and elective categories. A required credit is one that every student
must take and pass in order to graduate. An elective credit is one that the student chooses to take.
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New Hampshire State Required Subjects and Credits for High School Graduation
Required Subjects
Credit(s)
Arts education
½ credit
Information and communications
½ credit, or demonstrate proficiency
technologies
English Language Arts
4 credits
Mathematics
3 credits, including Algebra credit that can be
earned through a sequential, integrated or
applied program (* 4 credits beginning with
the Class of 2018)
Physical sciences
1 credit
Biological sciences
1 credit
Science
1 credit (* third science credit which can be
an embedded science credit, beginning with
the Class of 2019)
US and NH history
1 credit
US and NH government/civics
½ credit
Economics, including personal finance
½ credit
World history, global studies, or geography
½ credit
Health education
½ credit
Physical education
1 credit
Open electives
6 credits
Totals
* 20 credits
Chartering a Course of Study
This course of study should serve as a guide, along with other career planning materials, as
students plan their high school graduation path. Courses listed within the Program of Studies will
guide students in the creation and implementation of their educational plans. Course selection
should be individualized to meet each student’s educational and career goals. All plans should
meet high school graduation requirements as well as college entrance requirements. The
following is a sample schedule for students attending LCS grades 9-12 and includes new state
graduation requirements for mathematics beginning with the Class of 2018.
Grade 9
Morning Meeting
English
Math
Physical Science
Social Studies
IT
Physical Ed
Electives
Total
LCS
1 credit
1 credit
1 credit
1 credit
½ - 1 credit
½ credit
1 credit
0 - 1 credit
6-7 credits
Program of Studies
5
Grade 10
Morning Meeting
English
Math
Biological Science
Social Studies
Art
Health/Wellness
Electives
Total
1 credit
1 credit
1 credit
1 credit
1 credit
½ credit
½ credit
0 - 2 credit
6-7 credits
Grade 11
Morning Meeting
English
Math
Social Studies
Science
Electives
Total
1 credit
1 credit
1 credit
1 credit
1 credit
2-3 credits
7-8 credits
Grade 12
Morning Meeting
English
Math
Electives
Total
1 credit
1 credit
1 credit
4 - 5 credits
7-8 credits
Example Schedule Total
LCS
26-30 credits possible
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ENGLISH LANGUAGE ARTS
English Literature and Composition (1 Credit English Language Arts)
This is an introductory course in reading, writing, and grammar usage. The course follows a daily
structure that breaks up into a warm up review session of basic English mechanics, a reading
session, and a writing response activity. In addition, the class will be collaborating with the
Dartmouth English Department on a poetry unit.
Specifically, the course aims to develop:
 An understanding of fundamental comprehension techniques;
 The ability to use appropriate spelling, grammar, and usage mechanics;
 Genre appropriate vocabulary and comprehension;
 Proficiency with creative writing, as well as the ability to summarize, and analyze
informative reading and writing; and
 A familiarity with various forms of poetry.
Graphic Novels (1/2 Credit English Language Arts)
In this class, students will read many novels written in comic strip format, understanding and
analyzing the characters and story structures. They will also create their own graphic novels; many
short, illustrated stories as well as a longer final project. Students will analyze how complex
characters develop over the course of a text, interact with other characters, and advance the plot or
develop the theme. Students will determine a theme or central idea of a text and analyze in detail
its development over the course of the text, including how it emerges and is shaped and refined by
specific details.
Murder Mysteries & Literature in Thrillers (1 Credit English Language Arts)
The first semester of this literature class will focus on contemporary murder mystery fiction. Many
fast paced and suspenseful books will be read over the course of the year and students will write,
speak, and create projects based on the characters and stories. Students will write their own short
murder mystery fiction stories and learn about creating mystery through detailed description.
Students will analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
In the second semester of this yearlong class, students will read novels in the Thriller and Mystery
genre. Students will determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings and analyze the impact of specific word choices on
meaning and tone. Students will also develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
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Personal Narratives (1/2 Credit English Language Arts or Fine Arts)
In this project-based class, students will create a hardcover bound book with introspective art and
writing. Students will learn skills and techniques in bookmaking, writing composition, reading
comprehension, painting, drawing, collage, and mixed media art. Students will determine the
meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, and will write
narratives to develop real experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
MATHEMATICS
Beginning with the class of 2018, a student must earn four (4.0) full credits in mathematics to
fulfill graduation requirements, with minimal completion of Algebra 1 through quadratics. Listed
below are suggested programs of study developed with the abilities and interests of students in
mind.
Pre-Algebra (1 Credit Math)
This yearlong course provides students with the opportunity to build the foundations necessary for
high school math courses. The five critical areas of Pre-Algebra enrichment align with the critical
areas of Algebra 1: Relationships between quantities and reasoning with equations; linear and
exponential relationships; descriptive statistics; expressions and equations; and quadratic functions
and modeling.
Algebra 1 (1 Credit Math)
This yearlong class will focus on the fundamentals of algebra. This course will cover one and two
step algebraic equations, data analysis, coordinate graphing, linear equations, nonlinear equations
and logical reasoning will be reviewed and expanded upon. The aim of the class is to give the
student a solid mathematical base in algebra to work from to enable quicker and easier
mathematical manipulations both inside of and outside of the classroom. The students will learn
the skills to logically solve problems, manipulate algebraic expressions, graphically display and
understand data, and apply these skills to analyze real life situations.
Geometry (1 Credit Math)
This yearlong class will be an advanced math class differentiated to meet student’s specific postsecondary trajectory. Those students who plan to attend 4-year colleges will be focusing the
majority of their efforts on Geometry. Those students who plan to attend a 2-year college or
technical school will focus on basic geometry and test taking methods. All students will be given
practice with standardized testing to familiarize themselves with standardized test language and
problem solving strategies. The aim of the class is to prepare students to succeed in standardized
tests such as the PSAT, SAT, ACT, ASVABS, NECAPS, Smarter Balanced Assessments, and
HiSET Exam etc., while also giving those students who wish to extend their studies beyond high
school credit an advanced high school math. The student will gain the ability to analytically
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describe spatial relations, create mathematical relationships from word problems, and answer
standardized test questions with proficiency.
ALEKS (1/2 Credit Math per semester)
ALEKS is an adaptive online math program that supports learning through open response
questioning to identify each student’s strengths and weaknesses. Through true individualized
learning and assessment, ALEKS delivers a personalized mathematics learning path.
Math Design (1/2 Credit in Math or Art)
Students can take this class as an elective math credit or as an art credit and will experience the
unique relationship between the two subjects. The class will be completely driven by hands on
artistic projects in which students will be actively learning and practicing practical math
techniques. The goal of the class is for students to review basic math and geometry skills, but more
importantly to think about math in new ways. Students will apply geometric methods to solve
design problems.
Cooking and Nutrition (1/2 Credit Math or Health)
This semester long class will combine the practical skills of cooking, budgeting, and nutritional
awareness in a half credit course the student can take for either Math or Health credit. The major
focus of the class will be planning and preparing daily lunches for the entire student body. Applied
math skills will include real world measurements, fractions, percentages, ratios, conversions,
budgeting, and logical problem solving skills. The class will focus not only on how to plan and
prepare a meal but also the nutritional integrity of the meal via analysis of the nutritional facts
label in terms of caloric intake, macronutrients, and micronutrients. Students will develop the skills
necessary to plan a healthy, cost effective, nutritious meals from scratch for an individual serving
to hosting an entire feast.
SCIENCE
Beginning with the class of 2019, a student must earn three (3.0) full credits in science, including
1 credit each of physical science and biological science. The third science credit may be an
embedded science credit.
Physical Science (1 Credit Science)
Physical science is a hands-on, yearlong course that focuses on creative engineering, scientific
inquiry, the scientific method, and mathematical skills and concepts. The students learn abstract
and practical concepts through hands on experiments, discussions, and presentations from the
teacher, students, and a local scientist. The concepts covered are that of the scientific method,
thermodynamics, rocketry, laws of motion, various types of engineering, time, astronomy, earth
science, chemical and physical properties, light, magnetism, and various other properties and
relationships of the physical universe. The students are assessed via their daily written
assignments, class discussions, and labs.
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Biology (1 Credit Science)
This yearlong course is a study of plant life, genetics, vertebrates, microbiology, evolution and
ecology with an emphasis on laboratory techniques and critical thinking. Students will explore the
characteristics of living things, the nature and structure of life on earth and the chemical principles
that underlie the process of life. Students gain insight into the diversity of life by participating in
regular laboratory activities, cooperative learning experiences, possible dissection, and research
activities. The student will be proficient at creating experiments with testable hypotheses,
analytical analysis of data, and written conclusions based on their understanding of the scientific
process and natural world.
Intro to Engineering (1/2 Credit Science)
The major focus of this course is to expose students to historic feats of engineering, the design
process, research and analysis, teamwork, communication methods, global and human impacts,
engineering standards, and technical documentation. The course gives students the opportunity to
develop skills and understanding of course concepts through game-, activity-, project-, and
problem-based learning. The course is designed to challenge students to continually hone their
interpersonal skills, creative abilities and understanding of the design process. It also allows
students to develop strategies to enable and direct their own learning, which is the ultimate goal of
education.
Specifically, the course aims to develop knowledge and understanding of some of the following:
 Modeling
 Sketching
 Presentation Design and Delivery
 Product Innovation
 Marketing
 Graphic Design
 Engineering Ethics
 The history of engineering
Intro to Psychology (1/2 Credit Science)
This course will introduce you to the fundamental principles of psychology and to the major
subjects of psychological inquiry. It has been designed to not only provide you with the tools
necessary for the study of psychology but to present you with a sampling of the major areas of
psychology research. Students will learn about these topics through reading and presentations and
write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
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SOCIAL STUDIES
United States and New Hampshire History (1 Credit Social Studies)
This course examines the major turning points in American history beginning with Pre-Columbian
civilizations, Colonization, events leading up to the American Revolution, the origins of our
constitution, reform movements, Manifest Destiny, the Civil War and Reconstruction, the impact
of the frontier, the changing nature of business and government, World War I, the Great
Depression, World War II, the growth of the US as a world power, the Cold War and the struggle
to achieve class, ethnic and gender equality. The course extends to the modern day. Contemporary
world issues such as globalization, economic interdependence and terrorism will also factor into
our analysis of international conflict and cooperation. The curriculum and academic expectations
will be differentiated to accommodate different learning styles and abilities. Current events are
integrated into the curriculum on a daily basis so that students can see modern connections between
then and now.
In order to be competitive in the 21st century, this class will model and require 21st century values
and abilities which include:
 Research Skills
 Group Work
 Technological applications
 The habit of reading critically from a variety of sources
 Oral Presentations
 Critical Thinking Skills
 Art or graphic projects
Civics/American Government (1/2 Credit Social Studies)
Civics/American Government is a required course for graduation. The focus of this course is to
prepare students to participate in exercising their political responsibilities as thoughtful and
informed citizens. Civics provides a basis for understanding the rights and responsibilities for
being an American citizen and a framework for competent and responsible participation.
Emphasis is placed on the historical development of government and political systems, and the
importance of the rule of law; the United States Constitution; Federal, State and local government
structure; and the rights and responsibilities of citizenship. Students will actively investigate local,
state and national issues, read and participate in discussions, and develop informed arguments
using a variety of writing forms.
Specifically, the course aims to develop knowledge and understanding of the following:
 The ideals and beliefs shared by Americans and the meaning of citizenship.
 The historical, cultural, and philosophical foundations of the U.S. government system.
 The U.S. Constitution and the components and balances of the federal government.
 The importance and relevance of the Bill of Rights and amendments in the past and today
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The role and development of political parties and the election process in our two-party
system.
State and local government in order to understand how public policy is formed and why it
is important to participate in local government.
Economics (1/2 Credit Social Studies)
This is an introductory course in economic principles. The course covers both microeconomics
and macroeconomics. The course will develop the student’s understanding of fundamental
economic principles, theories and concepts, and history.
Specifically, the course aims to develop:
 The ability to use the tools of economic reasoning to explain, analyze and understand
economic issues, and policies;
 The habit of reading critically, from a variety of sources, to gain information about the
changing world of micro and macroeconomics; and
 The understanding of personal finance, economic models, and systems.
World Geography (1/2 Credit Social Studies)
The course is intended to provide the basis for a basic understanding of geographic principles. Specifically,
the course aims to develop the ability to use maps, mental maps, globes, and other graphic tools and
technologies to acquire, process, report, and analyze geographic information. Also imparted in the course
are ways of understanding of the physical and human geographic features that define places and regions as
well as how culture and experience influence people's perceptions of places and regions. Students will leave
the course with an understanding of human migration; the complexity of cultural mosaics; economic
interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples. The
connections and consequences of the interactions between Earth's physical and human systems will also
feature heavily within the course. Finally, an evaluation of the physical processes that shape the patterns of
Earth's surface and the characteristics and spatial distribution of ecosystems will be addressed.
In order to be competitive in the 21st century, this class will model and require 21st century values and
abilities which include:
 Research Skills
 Group Work
 Technological applications
 The habit of reading critically from a variety of sources
 Oral Presentations
 Critical Thinking Skills
 Art or graphic projects
INFORMATION TECHNOLOGY
Digital Photography (1/2 Credit Fine Arts or Information Technology)
In this class, students will create digital photography that use the elements of art and principles of
design to solve specific visual arts problems. Students will take photos and then edit them using
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computer software to demonstrate an understanding of the role information technology plays and
its impact on the modern world.
FINE ARTS
Art Inspired by Art History (1/2 Credit Art or Social Studies - World History)
This class is a study in Art and Art History around the world. Every class will begin with an Art
History presentation to inspire and inform the current art project. Students will work on in-depth
projects that take a close look at important Art movements throughout the world and how they fit
into the history of humanity. Students will also participate in discussions, critiques, and art shows.
Students will be able to initiate, define, and solve challenging visual arts problems independently,
using intellectual skills such as analysis, synthesis, and evaluation.
Math Design (1/2 Credit in Math or Art)
Students can take this class as an elective math credit or as an art credit and will experience the
unique relationship between the two subjects. The class will be completely driven by hands on
artistic projects in which students will be actively learning and practicing practical math
techniques. The goal of the class is for students to review basic math and geometry skills, but more
importantly to think about math in new ways. Students will apply geometric methods to solve
design problems.
Sculpture (1/2 Credit Fine Arts)
Students will learn and practice sculpture using many mediums including clay, wire, papier mâché,
wood, and recycled materials. The artwork of many sculptors will be viewed and students will
apply media, techniques, and processes with sufficient skill, confidence, and sensitivity in ways
that reflect their intentions.
PHYSICAL EDUCATION
Physical Education (1/2 Credit Physical Education)
This is an introductory course in Physical Education is based on the premise that physical activity
and participation are important for all students, regardless of their level of athletic skill or ability.
Throughout various activities, students in our program will learn how to incorporate physical
activity into their daily lives. In addition, we hope to instill enjoyment of physical activity, as well
as an understanding of the importance of maintaining physical fitness.
The course follows a daily structure that breaks up into two sections, the first being a brief
introduction of exercise, game, or physical conditioning content, followed by approximately 30
min of a selected physical activity.
Specifically, the course aims to develop:
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An appreciation of physical activity
An understanding of the importance of maintaining physical fitness
An acquaintance with the mechanics of the human body
A knowledge of various physical activities
Outdoor Education (1/2 Credit Physical Education, 1/2 Credit embedded Science)
The students enrolled in Outdoor education will progress through an experience/ project-based
program that emphasizes interpersonal relationships and individual growth. This course
encourages students to develop greater self-confidence and, at the same time, acquire an
understanding of nature, a sense of collaboration and trust in classmates, and an appreciation of
the natural world. Outdoor education is designed to expose students to a variety of outdoor skills.
Specifically, the course aims to develop the abilities in some of the following:
 Understand and apply concepts, terminology, and strategies of camping, backpacking,
hiking, and survival skills.
 Understand and apply concepts, terminology, and strategies for snowshoeing.
 Understand and apply concepts, terminology, and strategies for fishing.
 Understand and apply concepts of canoeing and kayaking.
 Understand and apply concepts, terminology, and strategies for climbing.
 Understand appropriate practices for ropes course events.
 Understand and apply concepts, terminology, and strategies to environmental
responsibility.
 Understand and apply concepts, terminology, and strategies for the identification and
cataloguing of nature.
ELECTIVE COURSES
Hartford Area Career and Technical Center “HACTC” (3 Credits Annually)
LCS students have the opportunity to access HACTC programs beginning in their junior year.
There are many options for hands-on learning associated with the HACTC and programs are
typically 2 years in duration. During that time, students will experience practical learning,
internships and more in their specific area of interest. HACTC has an exploratory program for
sophomores and they may apply during the winter of freshman year. Applications begin in the
winter of sophomore year for those interested in two-year certification programs. For more
information about HACTC, please see http://hactc.com/ or speak to your advisor.
ONLINE LEARNING OPPORTUNITIES (Credits awarded based on courses completed)
Students interested in pursuing courses not offered by Ledyard Charter School or who encounter
scheduling conflicts may take classes through the online, Virtual Learning Academy Charter
School (VLACS). Students taking online courses will be scheduled with a teacher for 50 minutes,
5 days a week for guidance and instruction related to their VLACS classes.
EXTENDED LEARNING OPPORTUNITIES (1/2 to 1 Credit Elective)
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LCS takes great pride in providing its students with opportunities for additional learning in a
variety of settings. Extended Learning Opportunities (ELO) are educational activities outside of
the regular curriculum and coursework at LCS that provide credit, supplement regular academic
courses, and/or promote the individual educational goals/objectives of the student. Some of these
ELO may also exist during the school day. In such cases, it is the responsibility of the student to
address course expectations in conjunction with cooperating teachers and programs. All ELOs are
subject to administrative approval.
INTERNSHIPS (1/2 to 1 Credit Elective per Semester)
Internships provide students with an opportunity to explore potential career or vocational fields of
interest through unpaid work. Unlike Work Study, the goal of this program is to secure an
internship placement that is directly related to the student’s post-secondary career goals. Students
are required to arrange for their own internship placement and secure an appropriate LCS staff
supervisor. Some internships may occur during the school day. In such cases, it is the
responsibility of the student to address course expectations in conjunction with cooperating
teachers and programs. Credit will be awarded based on time spent engaged in activities related
to the internship and the completion of a culminating project or presentation. All internships are
subject to administrative approval.
WORK STUDY (1 Credit Elective per Semester)
Work Study is a program of paid employment on school time and/or after school, with minimal
school supervision. Although desirable, this program is not required to be directly related to the
student’s post-secondary career goals. Participation in this program provides opportunities for high
school students to develop into responsible adults in the working world. Credit will be awarded
based on time spent on the job, good work habits (as indicated through positive employer
evaluations), meeting deadlines, Morning Meeting presentations, and a final cumulative project.
400 hours worked earns 1 full credit. Students may earn a maximum of 1 credit per semester to
be used for elective pass/fail credit.
MORNING MEETING (Mandatory for all LCS Students, 1 Credit)
The second period of every school day is dedicated to a structured, 50 minute, schoolwide meeting
led by staff members and volunteers. Using a cooperative learning model to promote
interdependent learning and build a stronger LCS community, students will gain social skills and
develop civic awareness through schoolwide communication, expectations, and activities. Topics
to be covered include effective positive communication, respectfully engaging with the local
community, physical and mental health/wellness, bullying, substance use awareness, and social
skill-building to create independent, successful young adults that will enter the world upon
graduation.
ADVISORY MONDAYS: All LCS students are assigned an advisory teacher who is responsible
for guiding them through their academic, transition, and personal goals, along with developing
time management and task completion skills. Advisory period will consist of structured activities
related to post-graduation opportunities and the development of the Student Transition Portfolio,
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as well as scheduled meetings between students and their classroom teachers. Students will meet
with their mixed grade advisory groups during Morning Meeting every Monday.
Student Transition Portfolio – Every LCS student will build a Student Transition
Portfolio that will assist them in daily school activities and provide tools for post-secondary
opportunities. Students will update their portfolios on a weekly basis with the following contents:
• Personal Goal Statement Review • Schedule/Grades/Credits toward graduation • Community
Service Planning/Tracking • School to Work (i.e., résumé, cover letter, etc.) • Post-Secondary
Plans (i.e., applications, College Board account, etc.)
Tuesdays – Wednesdays – Thursdays
Community Engagement/Community Partners
I.
II.
III.
Student Support Coordinator will work with local partners, volunteers and non-profit
organizations to build on the theme of awareness and engagement.
The class will be supported by the Behavior Coach, Volunteers, Practicum Students,
and Dartmouth medical students.
Outside presenters, guest speakers.
Daily Agenda
10:00am- 10:05am Morning Meeting Group Warm-Up exercise
10:05am-10:20am Presentation of the day’s lesson
10:20am-10:40am Break-Out groups
10:40am-10:50am Report Out to Morning Meeting Group Discussion
CLUB FRIDAYS: All students will participate in a club activity during the Morning Meeting
time frame.
1)
Art Club
4) Yearbook Club
2)
Game Club
5) Outdoor Activities Club
3)
Music Club
LCS
Program of Studies
16
LCS COURSE GRADING PROCEDURE
LCS uses EngradePro to record and share student progress tracking. Parents and students will be
issued login information to access real-time standings of academic progress. Report cards will be
distributed/mailed home approximately one week after each semester ends. First and Third Quarter
progress reports will be distributed during mandatory parent-teacher conferences held November
10, 2016 and April 14, 2017.
The classroom grading scale used at Ledyard Charter School is shown below:
97-100 A+
77-79 C+
59 or Lower = F (no credit)
93-96 A
73-76 C
90-92 A70-72 C87-89 B+
67-69 D+
83-86 B
63-66 D
80-82 B60-62 DFormative and Summative Assessments
LCS will use both Formative and Summative assessments in determining a student’s progress
and knowledge.
The goal of a Formative assessment is to monitor student learning to provide ongoing feedback
that can be used by instructors to improve their teaching and by students to improve their
learning. Some examples of Formative assessments are worksheets and small daily quizzes
(verbal or written), daily skill-building exercises, and class work. The goal of a Summative
assessment is to evaluate student learning at the end of an instructional unit by comparing it
against some standard or benchmark. Some examples of Summative assessments include a
research paper, test or final project.
As part of these assessments, the following tool, entitled LCS Classroom Expectations, will be
used and maintained weekly in all classroom journals for all LCS students.
Monday
Participation
Class Work / Knowledge and Skills
(formative assessment)
Final Project / Body of Evidence
(summative assessment)
____ On time, prepared
____ No phone out
____ Respectful
____ Follows instructions
____ Stays until end of class
Assignment: __________________
Project: _________________
Due Date: ____________________
Due Date: _______________
____ Total out of 10 points
_______ Points (TBD)
____ Total out of 5 points
LCS
Program of Studies
17