On February 20, 2013, The NH State Board of Education approved competencies in mathematics and English language arts aligned to the Common Core College and Career Ready Standards for statewide use. These competencies were developed by teams of New Hampshire educators under the guidance of the National Center for Improvement of Educational Assessment (NCIEA). The competencies documents were field tested in New Hampshire schools and by higher education faculty for use in assessing student work.
On December 19, 2012, the New Hampshire State Board of Education endorsed the Kindergarten Readiness Indicators document and the Kindergarten1/2 day pacing guides as technical assistance to advance the work of early childhood education in New Hampshire.
Environmental literacy requires an understanding of the natural world and the capacity to interpret environmental systems. An environmentally literate citizen can make informed decisions about the environment based on scientific, aesthetic and ethical considerations while bearing in mind the interconnectedness of the social, cultural, economic, and political systems.
The State Board of Education voted on June 8, 2011 that the mission of the New Hampshire Department of Education is “to provide educational leadership and services which promote equal educational opportunities and quality services and programs that enable New Hampshire residents to become fully productive members of society.” Therefore, we, the New Hampshire State Board of Education, make a motion of support for the importance of quality early learning programs in helping us realize our mission. We endorse the attached statement on the importance of early learning because, along with Governor Lynch, we understand that success in high school, college, and career is directly related to a successful early childhood. We wish to recognize proven and effective early learning programs, such as quality child care, Head Start and preschool, which promote the optimal development of every child and use developmentally appropriate, intentional curricula. We also know that qualified early childhood educators can be instrumental in the early identification and intervention of a developmental delay or disability, which can make all the difference in improving outcomes for our students.
We make this motion of support for quality early learning programs because, when we ensure that all children have the opportunity to reach their full potential, the next generation will pay that back through a lifetime of productivity and responsible citizenship.
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