Academics

Passed by Council, February 29, 2008
Adopted by the Dresden School Board 3/25/2008
Amended November 8, 2023

Violations and Definitions

Any of the following are acts of academic dishonesty and therefore violations of the Academic Integrity Policy (AIP) and the HHS Honor Code. Students caught in an act of academic dishonesty before the act has been completed are also in violation of this policy.

Cheating is any activity in which a student misrepresents their actual academic achievement.

Plagiarism is a form of academic dishonesty where a student takes and/or uses as their own work another’s published or unpublished thoughts, ideas, or writings. Verbatim repetition or paraphrasing, without acknowledgement, of another person’s writing, work, or research is also plagiarism.

Misrepresentation includes any fabrication or false presentation of data, quotations, sources, or other information.

Aiding or Abetting includes helping another student to cheat, plagiarize, misrepresent or otherwise engage in academic dishonesty.

Asking, Persuading, or Coercing another student to engage in any of the behaviors listed above is a violation of this policy.

Burden of Proof- Preponderance of Evidence  In this civil case, the [Plaintiff/Defendant] has the burden of proving each essential element of his/her [claim/counterclaim] by a “preponderance of the evidence.” The party who has the burden must present the more convincing evidence. To prove an element by a preponderance of the evidence simply means to prove that something is more likely than not. In other words, in light of the evidence and the law, do you believe that each element of his/her [claim/counterclaim] is more likely true than not? If so, you should decide in favor of [Plaintiff/Defendant]. If not, or if the evidence is equally balanced, then [Plaintiff/Defendant] has not carried his or her burden of proof on that element. Stated another way, a preponderance of the evidence means the greater weight of the evidence. It refers to the quality and persuasiveness of the evidence, not to the number of witnesses or documents. In determining whether a fact, claim or defense has been proven by a preponderance of the evidence, you may consider the relevant testimony of all witnesses, regardless of who may have called them, all the relevant exhibits received in evidence, regardless of who may have produced them, and any stipulations the parties may have entered into.

Use of AI

Misuse of generative AI falls under the HHS Academic Integrity Policy and Honor Code. Students should not submit AI generated work as their own. If teachers allow the use of AI on any part of an assignment, that use should be clearly dictated in the assignment instructions and students should be clear about where and how AI was used. When necessary, students should cite the AI tool (see links below). Students should only use generative AI for schoolwork if they were instructed to do so by their teacher. If the teacher does not explicitly state that AI can be used on an assignment, that means that AI cannot be used. 

AI Citation Guidelines:
   

• MLA Guide
    
• APA Guide
   

Policy & Procedures

Revised August 2023
Adopted by the Dresden School Board March, 2015

At a minimum, within the first week of each semester, teachers will provide a written explanation of specific expectations for complying with the Academic Integrity Policy in their classes and facilitate a discussion of those expectations. A teacher, perceiving a violation of the Academic Integrity Policy, will individually alert each student concerned and notify the Associate Principal. (The teacher will not address the matter independently.) To decide if the case is actionable (i.e. an admission of violation or sufficient evidence to require follow-up) under the Academic Integrity Policy, the Associate Principal will confer with the student about the circumstance and evidence. The standard for this decision is a “preponderance of evidence,” as defined under civil law as the requirement for the accusing party to present more credible and convincing evidence of the allegation than that presented in opposition by the accused.

If the Associate Principal determines that the case is actionable, the Associate Principal will inform the student that they are in violation of the AIP and present the student with three options:

Option 1: Student may accept the allegation and receive the base consequences listed below.

• A “0” for the assignment in question;
• Meeting with the student’s counselor to process the incident
• Up to five weeks time scheduled up;
• An apology shall be given in person to the staff or students directly affected by the offense.

Option 2: Student may accept the allegation and engage in a restorative conference. More information about the restorative conference may be found in the Restorative Conference section of the Handbook. 

Option 3: Students may contest the allegation and appeal the Associate Principal’s allegation through the Judiciary Committee (J-Comm) process. More information about the J-Comm process can be found in the Judiciary Committee Process-hyperlink  in the Handbook. If a student chooses to pursue J-Comm, they revoke their right to participate in a Restorative Conference for this offense. 
 

Responses 

First Offense
A first offense in a student’s high school career will incur either the base consequences as defined above, or result in a Restorative Conference. If a first offense is deemed to be a more serious offense, it may incur additional penalties, as defined below.

Additional, Multiple, or More Serious Offenses
Additional, multiple or more serious incidents of academic dishonesty (including serious first offenses) will be dealt with more severely. In addition to the base consequences defined above, consequences may also include any of the following:

• More than 5 weeks time spent scheduled up;
• 1-10 days suspended (in or out of school);
• Notification of all the student’s current teachers;
• Removal from any leadership positions in the school or in extra-curricular activities, including, but not limited to, captaincy on athletic teams, Council executive positions, and club/activity leadership positions;
• Withdrawal (“W”) from the class in which the offense occurred;
• No Credit (“NC”) for the quarter for the class in which the offense occurred. The student will be given a fixed numerical grade of their existing score minus 41 points. No student may be given a numerical grade of less than a 0;
• No public recognition of the student at any underclass or senior awards functions in the school year of the violation;
• Suspension from and/or limitations on the participation in any school-related activity in which the student represents HHS either inside the high school or in travel to other schools or events for up to 20 school weeks;
• Disclosure of academic integrity violations to colleges during the application process.

Variables for Determining Severity of Offense
Penalties and consequences shall be determined by the Associate Principal based on the severity of the offense. In determining severity, the Associate Principal should consider factors such as:

• Repetition (prior incidents)
• Collusion with other students
• Type of assignment
• Type of violation
• Seriousness of offense
• Contrition of student
• Cooperation of student after accusation
• Premeditation of offense
• Degree of effect on school community
   

Collaborative List of Resources
Aine Donovan, Professor of Ethics, Dartmouth College
Choate Rosemary Hall, Connecticut
Dartmouth College, New Hampshire
Delone Catholic High School, Maryland
Haverford College, Pennsylvania
New Trier High School, Illinois
The Hanover High School Council
“The Plagiarism Plague”, Sparknotes.com
Van Nuys High School, California
Virginia Polytechnic Institute, Virginia
 

High School Graduation Policy

Dresden Policy IKF
Adopted: May 6, 1986
Last Revised: November 27, 2018

Beginning with the class of 2020, the graduation requirements for Hanover High School are as follows:

A minimum of 20 credits and are required for graduation as follows:
Required Subjects 15 Credits:

Mathematics (Including a credit in Algebra that can be earned through a sequential, integrated, or applied program)	4 credits*
English	4 credits
Physical Sciences	1 credit
Biological Sciences	1 credit
Social Studies required courses	3 credits**
Physical Education	1 credit
Health	1/2 credit
Fine/Practical Arts (1/2 must be fine arts)	1 credit
Information and Communication Technologies	1/2 credit or demonstrated proficiency
Open Electives	5 credits

 

* Including a credit in algebra that can be earned through a sequential, integrated, or applied program. Requiring a high school pupil to attain competency in mathematics for each year in which the student is in high school through graduation to ensure career and college readiness. A pupil may meet this requirement either by satisfactorily completing a minimum of 4 courses in mathematics or by satisfactorily completing a minimum of 3 mathematics courses and one non-mathematics content area course, including, but not limited to, a CTE program under RSA 188-E, in which mathematics knowledge and skills are embedded and applied, as may be approved by the school board.  

** These courses incorporate the NH State Minimum Requirements of US and NH History (1 credit), US and NH Government/Civics (1/2 credit), Economics (1/2 credit), and World History, Global Studies, or Geography (1/2 credit). This also incorporates a district requirement of 1/2 credit in Modern America.

Open Electives: Students should review the minimum entry requirements of post-secondary schools in scheduling open electives, bearing in mind that most 4 year colleges require at least two years of foreign language.

Awarding of Credit: A unit of credit or fraction thereof shall be given upon satisfactory completion of a course or learning experience in compliance with the district-specified curriculum and assessment standards. In some cases, course credit may also be awarded based on demonstrated mastery of the required competencies for the course. The Principal, after conferring with appropriate staff, will be responsible for determining the attainment of mastery.

Alternative Credit Options: The Superintendent may approve the granting of credit earned through alternative methods outside of regular classroom-based instruction. Such alternative methods of instruction may include extended learning opportunities, distance education, alternative learning plans, or others approved by the Superintendent or designee. Awarding of credits to be applied toward high school graduation requirements will be determined by the high school Principal on a case-by-case basis. Such credit will be granted pursuant to the provisions of policy IMBC, Alternative Credit Options and other applicable Board policies.

Alternative Learning Plans : As an alternative to satisfying the provisions of this policy and related State requirements, students may also graduate from high school, and obtain either a high school diploma or its equivalent, by participating in an alternative learning plan or program. The provisions of policy IHBI, Alternative Learning Plans, shall apply in such an event.

Passage of Civics Exam: The district will develop a competency assessment of United States government and civics, consistent with pertinent and applicable law. This assessment will be administered to students as part of the high school course in history and government of the United States and New Hampshire.  Students who attain a passing grade on this assessment will be eligible to receive a high school diploma.

The Board supports early graduation as a means to earn a high school diploma.  Parental involvement for students under the age of 18 is required. The high school principal shall approve such requests if they determine that all state and local graduation requirements will be met and that early graduation is related to career and/or educational plans of the student making the request.  Upon approval by the high school principal, the minimum 4-unit requirement per year for enrolled students shall be waived and the student shall be awarded a high school diploma.

EDUCATIONALLY HANDICAPPED STUDENTS: All educationally disabled students have equal opportunity to complete a course of study leading to a high school diploma.
Legal
NH Code of Administrative Rules, Section Ed 306.27(ad), Early Graduation
RSA 189:11, Instruction in National and State History and Government.

Arrangements can be made for either early or deferred graduation.

• Criteria for early or deferred arrangements are available in the Counseling Office.
• A request for early or deferred graduation must be initiated with a Counselor.
• Approval for early graduation requests must be obtained from a parent or guardian, the counselor, and the Principal.
• Even though a plan for early graduation is approved, there is no guarantee that space in courses needed to satisfy the plan will be available (e.g., all students are given one English before any student receives two).
• Middle school credit cannot be used for early graduation.

Graduation Honor Parts

May 1, 1981

Honor Parts at Hanover High School graduation shall be designated:

 

• Valedictorian First in Class
• Maxima Cum Laude First Tenth in Class
• Magna Cum Laude Second Tenth in Class

To be eligible for an Honor Part, a student must have received grades at Hanover High School in the first two quarters of the senior year or have been a regular student in full attendance at Hanover High School for at least one previous year.

To be eligible for valedictorian, a student must complete one full year, plus two quarters of the senior year at Hanover High School.

Class rank for Honors Parts will be determined by using final grades for the first three years and the first semester grades in credit-earning courses of the senior year.

Class rank for Honors Parts will be determined by using final grades for the first three years and the first semester grades in credit-earning courses of the senior year.
 

Letters of Recommendation

As part of the application process for colleges, private schools, summer programs and some employment opportunities, students need letters of recommendations from teachers, counselors, coaches and other staff members. A student needing a letter of recommendation from a school staff member should take the following steps:

• Ask the staff member if they are willing to write a letter of recommendation.
• Tell the staff member the deadline date for the recommendation. The staff member should have at least three weeks lead time to write the recommendation.
• If the school or program provides a form for the recommendation, give the staff member a copy of the form.
• Provide the staff member with access to your colleges for electronic submission.
• Thank the staff member for writing the recommendation.
   

Withdrawal from School

In order to formally withdraw from school, please schedule a meeting with your guidance counselor and obtain a Withdrawal Form. The completed form should be returned to the Main Office.

Credit is awarded for successful completion of any course listed in the Hanover High School Program of Studies.
For additional information about additional learning opportunities see our Extended Learning and Student Supports pages.

Academic Credit

Minimum Accumulation

To be on schedule to graduate in 4 years, the number of credits required when entering each grade are:

Grade 10 a minimum of 5 credits
Grade 11 a minimum of 10 credits
Grade 12 a minimum of 15 credits
 

Course Load

The required workload for a full-time student is five courses.

1. A reduced program (fewer than five courses) must be approved by the Principal. To remain a student at Hanover High School, students must carry an approved course load, attend classes, and meet academic work obligations.
2. A Hartford Career & Technology Center course counts as the equivalent of three courses. Hartford courses count as 3 credits per year.
3. Dartmouth courses such as lab sciences and foreign language are tallied as two courses. Other Dartmouth courses generally count as one. A Dartmouth course counts as 1/2 credit per Dartmouth term.
4. A student who drops to less than four courses because of neglecting attendance and/or work responsibilities may be asked to drop out of school for the remainder of the semester.
 

Independent Study Standards

Independent Study/Alternative Credit Earning (IS/ACE) includes all Independent Study courses listed on a student's schedule plus any courses titles offered through the Personalized Learning Program Department (Work Study, Volunteer Service, Mentor, etc.) that require individual arrangements.

Formative

 

• The maximum duration of any IS/ACE is one semester without the arrangement being redrawn.
• All IS/ACE plans will be written.
• A maximum of five school days is allowed for the formation of the basic plan. For any IS/ACE listed on a student’s schedule at the beginning of a semester, the clock starts ticking on the semester’s first day with two possible exceptions:
• A pre-arrangement has been made with the teacher that is satisfactory to the teacher.
• The student has a school-approved excused absence, whereupon the deadline will be extended by a number of days equal to the absence.
• If a student fails to complete a satisfactory arrangement by the five-day limit, this fact will be reported by the teacher immediately to the student’s counselor who will consider the course listing dropped from that student’s program.
• The IS/ACE formative stage is considered complete when all the substantive criteria are recorded in writing, and both the teacher and student have signed and dated the written plan.
• If an IS/ACE proposal for credit needs to be approved by an academic department, the completed proposal must be acted upon within a stated number of school days of being submitted to that department. If no limit is stated, the proposal must be acted upon within five school days.

Substantive

All written IS/ACE plans must contain the following features:

• A clear statement of the learning objective(s). *
• A scheduled meeting time between teacher and student at no greater interval than one week. *
• A clear statement of expected behaviors by the student and the procedures to be followed if the IS/ACE is not complied with, including cause for the IS/ACE to be terminated.
• A clear statement of all required activities and their deadlines. *
• A list of available resources and their locations.*
• A clear statement of how the learning will be demonstrated. *
• A clear statement of how the learning will be evaluated and what criteria will be employed to determine the final grade.
• Designation of at least three interim evaluation checkpoints during the course of the work.

* These items may be revised during the course of the IS/ACE if agreed to by both the teacher and the student. All revisions must be written, dated, and initialed as amendments to the initial agreement. No revision will contradict the standards listed above.
 

Dresden School Board Policy IHBH
Adopted February 26, 2019

 

Home Schooling

Approved by COI, 12 January 1984
Revised: June 1999

Credit determination for an approved home school education plan will be made by the Counseling Department. This will be done in consultation with the appropriate department coordinator using indicators that include but need not be limited to standardized testing, portfolio content and individual assessment by professionals in the school district.
 

Hartford Area Career & Technology Center

Academic credit through vocational education may be earned for courses studied at the Hartford Area Career & Technology Center. After completing two full years of study in a vocational school subject the following academic credits may be earned:
 

For 2 years of study in:	1 Credit In:
Allied Medical Services	Science
Auto Technology	Science
Building Trades	Mathematics
Business Technology	English
Career & Technology Exploration	Math, English, Art
Collision Repair & Refinishing	Math or Science
Computer Technology Application	Science
Cosmetology	Science
Culinary Arts	Science
Design, Illustration, & Media Arts	Art
Engineering/Architectural I Design	Mathematics
Human Services	Social Studies (not history, gov. or econ)
Industrial Mechanics & Welding	Science
Natural Resources	Science

 

Study Abroad

A student planning to live abroad for more than one quarter of the Hanover High School year and wanting to earn credit toward graduation during that time must:

• obtain prior approval through the Counseling Department for this plan, and
• enroll in a recognized secondary school in the country where they will be living.

Hanover High School will not grant credit for activities done abroad without prior approval. If the school the student plans to attend is not a recognized secondary school, the student should see their counselor for available options. Hanover High School will accept the foreign school’s evaluation and award appropriate credit for work done there.

When accounting for course credit and reporting grades on school transcripts and permanent records, Hanover High School reserves the right to differentiate between work done at Hanover High School and work done in a foreign school.
 
For courses in which the student was here only part of the term, the student will receive separate quarter grades as reported by the different institutions instead of a final grade.
 

Dartmouth Community High School Program

Some juniors and seniors are eligible to take courses at Dartmouth through the Dartmouth Community High School Program (CHSP). Interested students should first consult with their school counselor and review the CHSP website for program policies and course enrollment instructions. Hanover High School students are not to approach a Dartmouth instructor for admittance to a course before they have applied to the CHSP. 

Eligibility
To enroll in a Dartmouth course, students must have exhausted all offerings in the associated content area at HHS. 
Hanover High School counselors recommend students for the CHSP who have a minimum overall GPA of 3.8. Counselors may also recommend students who have a 3.8 GPA in the specific content area of interest and at least 3.6 overall GPA.
If the counselor is concerned about the student’s likelihood of success in a Dartmouth course, they will consult with the HHS Counseling Department and the associated HHS department coordinator to determine whether to recommend the student for CHSP. 

Credit and grading
Students officially registered to take Dartmouth College courses will earn 1/2 HHS credit for each Dartmouth course completed successfully. Dartmouth course grades are reported on the HHS transcript. Beginning with the class of 2025, these grades are not included in the HHS GPA calculation.

HHS Attendance
HHS attendance policies continue to apply for all students enrolled in Dartmouth courses. Students may not miss HHS classes or Advisory to take Dartmouth courses. 

All HHS Ford Sayre I and II skiers are eligible to participate in the tutorial program. The program is designed to allow skiers to train under optimum conditions. Participants will attend four morning classes at HHS and be tutored in one subject in the evening. All students who plan to participate in the Ford Sayre Tutorial should notify the Counseling Department by May 1. Program guidelines are available in the Counseling Office

Course Standards Policy

At the end of the first week of each course, teachers will give their students the following written information:

• Statement of course objectives
• Tentative bibliography of required readings
• Tentative major test schedule
• Major written assignments and tentative due dates
• Any special projects and tentative due dates
• Attendance requirements for the course
• Description of the grading system to be used to include the level of achievement necessary for each grade (A, B, C, D, NC)
• The requirements and nature of the course-completing experiences (e.g. final exam, conference, final paper, demonstration, project, etc.)
• Specific plans for review prior to mid-year and final exams
• Standards for eating food in the classroom
• Standards for being excused from class for personal or emergency reasons
• All courses will have a Generative AI use policy.

All sections of the same course must have the same grade weighting, retake, lateness, and generative AI policies. This will be specified at the beginning of a course in the course standards.

Course standards must be readily available on Schoology through the duration of the course.

Note: Student use of computers during tests, including midterm and final exams, is permitted only as outlined in Accommodations to Course Standards, below.

Note: Student use of computers during tests, including midterm and final exams, is permitted only as outlined in Accommodations to Course Standards, below.

Accomodations

Adopted by Committee on Instruction - June 9, 2015
Amended by SAU on October 7, 2020

Accommodations, commonly part of a plan for a student who has a permanent or temporary disability, are outlined in a formal individual education plan (IEP) or 504 plan. Accommodations level the playing field, allowing students full access to the curriculum without changing it.

Students seeking accommodations in honors-level courses (a) must meet departmental qualifications and (b) must be capable of working with content material at a faster pace and in greater depth than would be expected in the non-honors level equivalent courses. For students with disabilities, teachers will adhere to the accommodations stated in the IEP or 504 plan with the exception that classwork and homework expectations in honors-level courses will not be modified with respect to volume, pace and rigor.

Modifications

Modifications are course changes, outlined in an IEP, that substantially reduce the curriculum in terms of volume, pace, and/or rigor. While accommodations level the playing field, modifications substantively change the playing field. For example, if a student with a print disability needs all texts available in electronic form, this would be an accommodation. If a student needs texts available at a lower reading level, this would be a modification.  Significant modifications may lead to an assigned pass/fail course as described above.

Stages of Intervention

For students receiving special assistance through an IEP, the curriculum may be adjusted in non-honors courses if the adjustment is developed cooperatively by the learning specialist, parent, and classroom teacher and is included in the student’s IEP. An IEP meeting may be called as a student’s needs change.
For students on a 504 Plan requests for adjusting courses are subject to the following protocol:

• Students on a 504 plan should be using the appropriate accommodations set forth in the student’s 504 Plan.
• If the student is not successful in the class, the student will be required to use available resources such as resource centers, supervised study, and tutors, and may receive an academic schedule-up.

For students who are outside our Special Education and 504 programs and are determined to be struggling to meet basic course expectations, these incremental steps should be followed:

• Students should avail themselves of regular education resources (e.g. resource centers, supervised study, etc.).
• Students who continue to struggle academically despite availing themselves of these regular education resources should move to the next lower level in the same subject, i.e. Biology to General Biology.
• Students with a long-standing (e.g. 6 months) history of difficulty or inability to do course work should be referred to 504 or Special Education.

Please note: The failure to do homework in a course is not a reason to move, change, or modify a course.
 

Credit RecoverY Guidelines
 

Approved by CPP June 2023

Credit Recovery Supervisor

The Credit Recovery Program is supervised by the Director of Counseling. 

Eligibility

Students who have a 50-59% in a course required for graduation are eligible for Credit Recovery.

However, students who have an Academic Integrity violation on a summative assessment at any point during the semester are not eligible for Credit Recovery.
 

Timeline

For S1 Credit Recovery	For S2 Credit Recovery
1. On the day semester grades are due, the Counseling Department Coordinator (CDC) will determine which students are eligible for Credit Recovery. For each student, the CDC will put the student’s name, course name, and semester grade in a “Credit Recovery” spreadsheet shared with Department Coordinators.   → The CDC will send the completed spreadsheet out to the Department Coordinators. → The CDC will update the spreadsheet after the Incomplete deadline.
2. Department Coordinators will connect with teachers of students who qualified for Credit Recovery. Together, Department Coordinators and teachers will determine the work that has to be completed for each student to pass the class with a 60%.   → Department Coordinators or their designee (e.g., the teacher) can assess the work.
3. The Counseling Department Coordinator will make sure that Department Coordinators have received plans for all students on the spreadsheet.
Within 1 week of the spreadsheet being shared with coordinators.	Before leaving for summer vacation.
4. Department Coordinators will reach out to eligible students, their parents/guardians, their school counselors, and, if applicable, their Learning Specialists/the 504 Coordinator to see if the students would like to pursue Credit Recovery.
Within 1 week of determining the plans.	Within the first week of Semester 1 in the following school year.
5. Students can accept or decline Credit Recovery.   → Department Coordinators will update the “Credit Recovery” spreadsheet to indicate whether the offer was accepted or declined.
Within 1 week of receiving the email from the Department Coordinator.	Within 1 week of receiving the email from the Department Coordinator.
6a. Department Coordinators will meet with students who have accepted to discuss the plan for the student and provide them and their Academic Coach with their work.   6b. Counselors will enroll the student in Academic Coaching. (The Department Coordinator will ensure the student’s counselor is aware of the student’s acceptance.)   → The Academic Coach will support the student’s work in Credit Recovery and help prevent the student from failing future classes.
Within 1 week of receiving the reply from the student.	Within 1 week of receiving the reply from the student.
7. A student will have 10 weeks to complete the plan.
From the date of the meeting with the student and the Department Coordinator.	From the date of the meeting with the student and the Department Coordinator.
8. Department Coordinators will update the “Credit Recovery” spreadsheet to indicate that the student passed with a D or did not receive credit (i.e., retained their NC). Department Coordinators will also reach back out to the students, their parents/guardians, their school counselors, and, if applicable, their Learning Specialists/the 504 Coordinator to share the final result.   → If the student passed, Department Coordinators will fill out a Grade Change Form for the Registrar.
Within 1 week of the end of the student’s Credit Recovery window.	Within 1 week of the end of the student’s Credit Recovery window.

 

 

Drop/Add

During the registration process, Hanover High School students should carefully consider their course registration selections. Course drop-adds are possible. Students are not encouraged to change courses, however, except when a course is judged inappropriate in terms of achievement level or skills needed. To help control both the quantity and legitimacy of drop-adds the following policy is strictly followed:

All drop requests are handled through a counselor.
Student-initiated adds must be undertaken within the first five days of a semester. A course added after this period needs the approval of the counselor and the department coordinator.
All changes of course level must be approved by the department coordinator.
In the first semester, student-initiated drops may occur during the first four weeks of a course without consequences to a student’s record.

Note #1: In the second semester, student-initiated drops may occur during the first four weeks of a course without consequences to a student's record for semester-long courses only. 

Note #2: Students may not drop the second semester of a full-year course without penalty as described in "withdrawing" in item 5. 
 

Any course dropped after the fourth week of the first semester will result in a WF (Withdrew Failing) in the student’s record and will be factored in the student’s GPA at a ½ credit, unless the drop is initiated by a teacher or counselor; in this case the record will indicate W (Withdrawn without penalty) and is not factored into the G.P.A. This rule also applies to semester long courses that begin the second semester.

Regarding any full-year course (see Program of Studies) that is dropped for the second semester. The student wilL receive the assigned grade and ½ credit for the first semester of the full-year course. The student will receive a “WF” for the second semester, which will be factored in the student’s GPA as a “0,” at a 1/2 credit.

A teacher or counselor may initiate a course drop only if they are convinced that the student has been mistakenly enrolled in the wrong course and should be allowed to withdraw without penalty. Both the teacher and the counselor must agree about the appropriateness of dropping a course without penalty. Teacher or counselor initiated drops will not be allowed after the 10th week of a course. In cases of extended illness or special circumstances, the above limits may not apply. Decisions will be made on a case-by-case basis by the school administration.

Any course dropped by default (meaning that no drop-add procedure was used and the student simply stopped attending) will result in the student’s record showing a WF for the duration of the course that was neglected.
 

Mandatory Course Evaluations:

Approved 02/27/2009

Teachers are required to administer mid-course and end of course evaluations. Semester long course evaluations should be done at the end of each quarter. The Curriculum Committee of the Council is responsible for verifying that evaluations are administered. For more information see the Course Evaluation Survey Report.
 

Course Concern
To Register a Concern with a Course or Evaluation:

Passed 05/06/2015
Amended 1/25/2024

When students have concerns about a course, such as when course practices do not align with handbook policies, Council encourages the student to first speak with the teacher. Students may seek out the teacher during the study flex period, ask to schedule a time to speak, or email the teacher directly. Should the student remain concerned with a specific course practice, they should address the matter with their counselor who can help the student determine next steps, and serve as an intermediary between the student and the teacher.

 A student can opt to retake any course to replace a grade, though not for additional credit. In this case, it will be reflected on the transcript that the course has been taken twice. The final grade and the credit will only appear for the repeated course. This is only possible on a space available basis. To access this option, students should talk to their school counselor. 

Posting Assignments

All homework assignments and required materials must be assigned during a student's class period. It is not permitted to change entirely or increase a homework assignment after a class as ended. Modifications to the existing assignment must be made no later than 20 minutes after the last class period of the day.

All courses must post all homework assignments using the Schoology assignment module which adds the assignment to the calendar Although accompanying materials may be distributed in class, best practice is for all materials to be attached to the Schoology assignment electronically,  postings must inform students, parents, and advisors of the homework expectations and upcoming tests and projects. Assignments should be posted on the day the assignment is due, not the day assigned, Assignments do not need to be collected in Schoology.
 

Homework and Communication Over Weekends/Vacations

Assignments over Weekends, Thanksgiving, December, February, and April Vacations: Guidelines
Weekend homework, including long weekends, must be limited to the equivalent of one typical weeknight’s worth of homework. Vacations are intended to provide relaxation and a break for everyone. In general, teachers should avoid assigning homework over vacations, but if a teacher thinks it is necessary, the following guidelines concern the timing of assignments over vacations. These guidelines are not meant to suggest that students should not do homework over vacation – they are meant to give students reasonable choices.

For minor or normal overnight assignments:

Issue these in a timely fashion so that students will reasonably be able to complete them without having to do the work over vacation.

For major or long-term assignments:

Allow enough time on either side of the vacation to allow students to reasonably and successfully complete the assignment without having to do the work over vacation by:

Issuing the assignment at least one week before vacation OR
Making the assignment due at least one week following the day of return from vacation
 

Code of Quiet

In order to encourage life balance and preserve the value of classroom communication, we promote a teacher-student "code of quiet" regarding school related computer communication after school hours.
 

Return of Papers Policy

Developed by the Council and approved by the Committee on Instruction. Approved by COI on June 8, 1989.

The maximum time for assignments, papers, tests and quizzes to be returned to students is six school days (Level I). The maximum time for large projects and reports is twelve school days (Level II). Long term in-depth research projects will have an alternative deadline that must be specified by the teacher at the beginning of the assignment. All assignments must be returned by the end of the school year. Teachers will define Level I and Level II assignments in their course outlines to aid students. If any student has a complaint about an assignment handed back outside the maximum time, it should be submitted to the Curriculum Committee of the Council.
 

Homework Effectiveness Communication

All homework-assigning teachers institute regular, anonymous check-ins regarding the quality, effectiveness, and duration of homework to create a dialogue between students and teachers regarding the value of and time spent of assignments.
 

Three Assessments on the Same Day Motion

Approved January 14, 2022

If a student has three or more major assessments (ex. summative* unit tests, oral presentations, performances, in-class essays, or other assignment that falls into the major assessment category) scheduled to be taken on the same school day**, the student may arrange with their teachers in advance to move one of their assessments to a different day. The students must get a Major Assessment Conflict Form/Shamrock Sheet signed by each teacher giving assessments that day and turn this Shamrock Sheet into the teacher of the assessment being rescheduled. The student must take the rescheduled assessment within 72 hours of the original assessment due date. 
*A summative is a culminating, end-of-unit test, presentation, or performance that assesses a larger amount of material normally covered over the span of two weeks. 
**This does NOT apply to major assessments that are simply DUE on the same date if a students was given time in class or out of class to complete the assessment in advance. 
 

Makeup Work

Absent students are responsible for asking the teacher what assignments or handouts they missed. Before a planned absence, the student will show the teacher a plan for making up written work that is missed, and the teacher must approve this plan. If the student takes a planned absence without a makeup plan, grades for late work may be reduced at the teacher’s discretion.

The student must complete work missed due to their absence. The student will be allowed time equivalent to the number of days missed, unless the student and the teacher agree to other arrangements.

Work assigned before the absence will be due on the scheduled date or on the day of return from the absence, unless the student and the teacher agree to other arrangements.

In cases of family emergencies, illnesses, or other circumstances beyond the student’s control, deadlines for papers, tests, projects, etc. will be extended by arrangement between the student and the teacher. For example, if the student is absent due to illness and misses a two-day review for a test, they will have two days to receive and study the review material before taking the test.

NOTE: Individual course standards may contain additional attendance requirements.

Religious Holidays

Passed Council 5/3/23
Approved 5/15/23

At Hanover High school, staff members will work to accommodate students if the observance of a major religious holiday interferes with a student's academic work. If a student is unable to attend a class, participate in a test or quiz, be present for a presentation, or complete an assignment on a specific day because of the observance of a religious holiday, the student will be allowed one week from their return to make up assignments due on the holiday or the day following. Students will notify their teachers at least 48 hours prior through school email or in person of the religious observances) that conflict with their classes. We recommend and hope that staff would be given a reasonable extension for grading when occurring over holidays.

Course Primary Objectives are the basis for grades in the school.

Each course is listed in the Program of Studies, which is given to all students in Common Ground during spring course registration and is available in the Counseling Office and on the website. A more detailed list can be obtained by conferring with the teacher or department coordinator.
Objectives may vary in order to challenge each and every student to work to their fullest capacity.
Hanover High School’s grading categories are as follows:

A High Honor
B Honor
C Satisfactory
D Passing
INC Incomplete
NC No Credit

Students who receive a grade of “C” or above in sequential courses are permitted to continue on to the next course in the sequence. Students who receive “D” grades will be awarded course credit but should not proceed on to the next course.
Grading is ultimately the teacher’s province.
 

Incomplete (INC)

The Incomplete is given at the discretion of the teacher with input from counseling when appropriate. 

• An Incomplete is used when a student has had a long excused absence from school, needs remedial work in the course, or missed a key assessment necessary to show competency.
• Except for rare circumstances, Incompletes are used only after consultation between the teacher and the student.
• Students have three weeks from the last day of the quarter to complete the required work. Teachers will have an additional week to grade the work and complete the open grade book request. 
  • Unless there are extenuating circumstances, students who do not complete the required work will receive the grade indicated on the incomplete form after four weeks. 

No Credit (NC)

A grade of No Credit results if the student has not completed the course objectives satisfactorily.

• This grade cannot be made up or changed without approval from the specific department.
• Notification of parents is required prior to awarding NC; personal contact, interim report, and telephone call are all approved methods of parent notification.
• If a student is failing one or more classes at the end of a semester, they will be placed on a four-week schedule up at the start of the subsequent semester.
   

Missing Work

In order to maintain best grading practices, teachers will enter a zero into the official grade book of record for all missed assignments, including, projects, papers, test and quizzes, until the time when the missed assignment is completed and graded.
 

Course Grades

Course grades are usually given at the end of the first and second semester for both semester-long and full-year courses.
These grades are an independent grade reflecting the student’s overall achievement in meeting course objectives and are not necessarily an average of the preceding quarter grades.
Only the teacher responsible for the course may alter a grade.
Grades, once issued, may be appealed only within the succeeding academic quarter.
A student who feels they have been graded unfairly should confer first with the teacher. If still dissatisfied, the student should take the complaint to the teacher’s immediate supervisor.
 

Grade Citations

Approved by The Council and Curriculum Committee, 1995
Grade Citations are short messages of commendation attached directly onto a student's transcript. A teacher awards citations only "when a student's work is sufficiently distinguished to merit special recognition." (Citation Report form, Dartmouth College) Citations are never negative. They indicate specifically what the student did to deserve the citation. They can be given to students with grades other than "A.” A citation is only for truly outstanding work, and it is given out only in exceptional circumstances to ensure its value, weight, and importance. Citations will be initiated by the teacher and approved by the department.
 

Report Card Distribution

Passed by Council, December 6, 2013
Parents along with students, at the end of each quarter, will be notified that grades have been finalized on the portal via the Principal’s Weekly newsletter and if the student or parent wishes a printed report card they will take it upon themselves to print it.
 

Pass/Fail Option: 

Students may take a maximum of two courses P/F between the beginning of their junior year and their graduation. They may take only one course per subject area in this manner.

• Class lists received by teachers will not distinguish between students taking courses for grades and those using P/F. A list of students taking courses P/F will be available in the Counseling Office, and, if teachers wish, they may refer to this list.
• Students must register for P/F through the Counseling Office at which time the student must:
• Meet with their counselor to discuss the benefits and risks of the P/F option.
• Submit a Request Form that is signed by a parent.
• Students must register for the P/F option within the first five days of the beginning of the course (Sept. or January) that they intend to take pass/fail and have until the end of the fourth week to drop the P/F option.
• The P/F grade will be factored into a student’s GPA only if the student receives a failing grade.
• Pass/Fail will be available for all courses offered in the school.

 

Pass/Fail Assigned:

This option is assigned in cases that involve such significant reductions to a course’s curriculum, volume, pace, and/or rigor that the student’s academic experience and learning are fundamentally different from their classmates and, as such, require a different grade designation. Courses may be assigned pass/fail for the following reasons:

• A course may be pass/fail when a student on an IEP or a 504 plans team determines that this change is necessary for the student to receive a free appropriate education. An administrator must agree with the team.
• A course may be changed to pass/fail for a student who has had a sudden, severe, and/or traumatic experience; this will be determined by a team that must include the teacher, the student's counselor, and an administrator.

If the decision is made to assign a pass/fail for a course, the student may stay in that class, but the grade will be changed to pass/fail on report cards and transcripts. An honors course that needs to be assigned pass/fail will also be relabeled as regular  level and will no longer be designated as an honors course on report cards or transcripts.
Further explanation for what constitutes pass/fail will be provided in the school profile.
 

Honor Roll

An academic honor roll is computed each quarter. All courses are included in honor computations. Students who received a grade point average of 3.8 or above are designated as High Honors. Students with a 3.5 to 3.79 average are designated as Honors students.
 

Interim Reports

Teachers frequently send home notifications when a student is performing exceptionally well or is not meeting course objectives. Hopefully parents will encourage a student who is not meeting expectations and alert the teacher if a student has a problem that needs special attention. The teacher is expected to notify the student before any note is sent home.
 

GPA

The Grade Point Average (GPA), which is based on a 4.0 scale, is calculated using unweighted grades. In addition to HHS courses,HACTC courses are included in GPA calculation. Grades earned at any other institution are not included in HHS GPA calculation. School district policy states that students are not numerically ranked.

 

The PowerSchool Grading Portal must be updated with a minimum of 1 new grade every two weeks. Progress reports should still be sent to students earning an NC. Assignments must be returned and graded within 6 school days of collection. Major assignments, so designated in class expectations, must be returned and graded within 12 days of collection.

In order to maintain best grading practices, teachers will enter a zero into the official grade book of record for all missed assignments, including, projects, papers, tests, and quizzes, until the time when the missed assignment is completed and graded.

General Information

Hanover High School conducts a final exam period at the close of each semester.

• All courses are required to have a final examination or course completion exercise.
• This final assessment counts not more than 20% of a final grade. Semester grading will be set at 40%, 40%, 20% (exam) Any other grading weighting or percentages must be approved by the department coordinator.
• Individual teachers (with approval) have the option of exempting seniors with a course average of A or A- from final exams.
• Exams consist of paper and pencil tests, oral exams, and student projects and performances. Conferences are used in selected courses to discuss student progress during the semester.
• Exams and conferences reflect the goals and objectives of the particular course. The value or importance of the experience should be clearly stated in the teacher’s course standards.
• Teachers report all midyear and final exam grades on student report cards. A conference is designated by a “p” on the report card indicating that it has occurred.
• Exams must require that students study the course content and be of sufficient length. Conferences should also require student preparation.
• In an effort to reduce "surprises" during the last week of classes (5 school days prior to the start of exams), teachers may not assign tests, projects, or papers to be due during the same week or during exam week, unless the assigned work is the exam."

Goals of Exam Week

The function of exam week is for teachers to evaluate the student’s learning of the course content and skills; and for students to:

• review and synthesize course material;
• complete unfinished work and assignments;
• practice self-discipline in preparing for exams and conferences.
   

Review Period

Courses requiring an examination of the material learned as the final course experience will have at least 85 minutes of formal review during the week prior to the exam period.

• Some courses do not require a formal review period since the final course experience is not an examination of material learned.
• Most final course experiences test a substantial body of knowledge and skills that require some structured review. The specifics of each teacher’s review period are explained within the Course Standards; which should reflect the Test Preparation Motion below:
  • Previously taken tests, quizzes, and assessments will be made available for student test preparation in one or more of the following ways:
  • Tests will be available for study during one of more class periods in advance of the next test (provided the upcoming test builds on subject material covered in the previous tests).
  • Tests will be handed back for review at home.
  • Tests will be available for supervised study in the appropriate resource center.

If none of the above options are feasible for the student, an alternative arrangement, such as a meeting before or after school or during a free period, should be made.
 

Final Exam Schedule

A final exam schedule is published one week prior to the exam period.

• Each student should construct their own exam schedule from the master list.
• If a student has more than two exams listed on a given day, they may defer the additional exam to the makeup day.
• If two exams conflict, the student may take one on the makeup day.
• A student who defers an exam to the makeup day is responsible for making arrangements before exams start by negotiating directly with the teacher(s) involved.
• A student who misses a regular exam with an excused absence may take the exam on the makeup day.
• Unexcused absences from exams result in NC on the exam and no chance of makeup.