Danville’s High School Curriculum is built from four main sources:
- The Common Core Standards
- The Danville School Board of Director’s Graduation Requirements
- Danville’s Performance Based Graduation Requirements (PBGRs), per Vermont’s Act 77
- Our Course Catalog, which offers a variety of courses in English, Mathematics, Science, Global Citizenship, Language, Fine Arts, Music, Technical Education, Health and Physical Education. These courses are the content-based vehicles through which the standards and PBGRs are met.
Graduation from Danville is based on four main benchmarks:
1. Four years of a full day schedule
- may be a combination of in house courses, Tech Center classes, external/internal internships, independent studies, online coursework, and in-house or external Dual Enrollment courses.
- Danville School encourages students to advocate for themselves and their goals!
- courses (not credits) in the following content areas for the class of 2019 and after.
- details on the Course Syllabi page
- Click on the department name for a link to an explanatory flowchart of the department requirements:
- The class 2018 requires 26 credits to graduate.
- 4 English, 5 Science, 3 Math, 3 Social Studies, 2 PE, 2 Fine Art, 1 Senior Project, 0.5 Health, 5.5 electives, 5 electives in a Core Content
3. Demonstrated proficiency on Danville’s Performance-Based Graduation Requirements, beginning with the class of 2020, per Vermont’s Act 77. These are listed below.
4. Completion of a Senior Service Learning Project: a yearlong (or more) endeavor that includes project development, community service, inquiry, new learning, oral presentation and a written essay. Information on the Senior Project can be found here.
Danville’s Performance Based Graduation Requirements
Approved by the Danville 2020 Committee in April, 2017, these PBGRs are based on Vermont’s Transferable Skills and edited to reflect the unique viewpoint and goals of Danville School.
Students will demonstrate self-direction
Demonstrate initiative and responsibility for learning by seeking academic experiences and proficiency on various topics, seeking depth of content in certain areas.
Persevere and be flexible in challenging situations, learning from failure.
Demonstrate positive leadership through advocacy and oral/written skills.
Take responsibility for personal decisions and actions through self-awareness.
Seek out and take part in experiences to support post-secondary and future goals.
Students will demonstrate clear and effective communication.
Demonstrate organized written, oral or multimedia communication utilizing evidence and citing multiple sources.
Demonstrate written/oral/multi-media communication with language adjusted to audience and purpose.
Use technology strategically and capably to effectively communicate information.
Students demonstrate critical and practical problem solving
Analyze, evaluate, and synthesize competing evidence, arguments, claims, and beliefs.
Generate questions and predictions using evidence and data.
Take time to generate solutions and problem solve.
Identify opportunities for innovation and collaboration; collaborate.
Students will demonstrate responsible and involved citizenship.
Participate in and demonstrate commitment to the enhancement of community life, community health and personal health.
Understand and demonstrate ethical behavior and the moral courage to sustain it.
Explore and respect diversity and differing points of view; practice empathy towards other people, situations, points of view.
Understand and practice responsible digital citizenship.
Vermont’s Act 77 (click for info) requires that all public high schools in the state move towards a Performance-Based Graduation system by the time the class of 2020 graduates.
This means that diplomas will no longer be issued based on the accrual of credits alone. Students must not only take the required courses and achieve a passing grade, but demonstrate via a portfolio that they are proficient in the skill and content requirements of our Performance Based Graduation Standards (PBGRs).
Beginning in the fall of 2017, students will begin to build their own portfolio platforms using Google Sites. They will also begin compiling proficient work from all courses in order to map content-based skills to the Performance Based Graduation Requirements above. Much of this work will be accomplished during Advisory.