The state Department of Education has a vision for New Hampshire high schools - and it doesn't include endless lectures, rigid schedules or standardized tests.

In a document released yesterday called "Moving From High Schools to Learning Communities," the department touts the kind of high school where learning is tailored around students' interests and teachers mentor instead of instruct.

"This is the next step in moving forward with school redesign," said Fred Bramante, a member of the state Board of Education. "If we do this right, why would any kid drop out of high school?"

The vision document, which took three years to complete, is closely tied to the state's minimum standards for school approval. Those standards were revised in 2005 to allow schools more flexibility.

Among the changes were a provision that would allow high schools to maintain a school year of 990 hours instead of 180 days and a mandate that by the 2008-09 school year, students must have the option to earn credits by demonstrating mastery of a subject instead of taking a course in that subject.

Bramante, a champion of nontraditional learning, described the vision document as a link to the minimum standards that "articulates the vision, spirit and intent behind the rules."

"My fundamental hope is that it will inspire high schools across the state to take advantage of the increased flexibility" of the revised minimum standards, state board member Daphne Kenyon said.

The document is meant to be inspirational. The authors say it's intended to assist local educators in developing "a new high school delivery model." It is not tied to the Legislature's efforts to define an adequate education, as ordered by the state Supreme Court.

Six "guiding principles" for redesigning high schools are outlined in the document. Many were gleaned from a series of meetings and forums with teachers, students, business owners and education groups such as the New England Association of Schools and Colleges. Here are the principles in brief:

• Students should feel a personal connection to their high school experience. School guidance programs are important, as are internships and lessons customized to each student's learning style.

• All students should be held to high academic and personal standards, no matter their ability.

• Students must believe that what they learn is relevant to their lives. Teachers should introduce new concepts, but students should be able to personalize their learning.

• Teachers should be facilitators, mentors and coaches. Teachers should challenge students to learn through the completion of authentic tasks.

• Each student's learning should be monitored and documented.

• Data about that learning should be used to tweak the system to make it better.

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